Third Biennial Meeting
Cognitive Development Society
Park City, Utah
October 24-25, 2003

Spatial Cognition II

Virtual Environments as Laboratories for Studying Cognitive Development:
Results from an Immersive, Interactive Bicycling Simulator
Jodie M. Plumert, Joseph K. Kearney, & James F. Cremer
(jodie-plumert@uiowa.edu)

Overcoming Natural Map Misalignment
Jordan R. Vosmik & Clark C. Presson
(jrvosmik@asu.edu)

Distinctions between preschoolers' selective attention
and memory for location strategies in the context of a spatial learning task
Fran C. Blumberg & Meira Torenberg
(Blumberg@Fordham.Edu)

Flexibility in Spatial Categorization near a Developmental Transition
Vanessa R. Simmering, Anne R. Schutte, & John P. Spencer
(vanessa-simmering@uiowa.edu)

Developmental Changes in the Stability and Flexibility
With Which Children Form Spatial Categories
Alycia M. Hund
(alycia-hund@uiowa.edu)

Influences on Children's Large-Scale Spatial Cognitive Strategies
David Uttal & Clare Davies
(duttal@northwestern.edu)

Quantitative Tests of the Dynamic Field Theory and the Spatial Precision Hypothesis
Anne R. Schutte & John P. Spencer
(anne-schutte@uiowa.edu)

Math and Science II

Understanding Student Epistemologies of Science:
Sixth Graders Studying the Environment in School, the Local Community and a Museum
Sandra Toro Martell
(storo@u.washington.edu)

Conversations about Sinking and Floating in Mexican-descent Families
Deborah Siegel & Maureen Callanan
(dsiegel@ucsc.edu)

Characterizing people's conceptions of reasoning in science and everyday contexts:
Is scientific reasoning special?
Carrie Pritchard
(clpritch@students.wisc.edu)

“Solving Problems with Addition: A Tale of Two Mapping Processes”
James A. Dixon
(james.dixon@uconn.edu)

Structural Alignment in Mathematics Learning: Consequences for Memory and Transfer
Lindsey Engle Richland
(Lengle@psych.ucla.edu)

Conceptual Understanding of Fraction Procedures: An Exploration with Third Graders
Kristie Jones
(kjstuff@hotmail.com)

Perceptual Learning of Fractions
Elizabeth Christina Schofield & Philip J. Kellman
(christis@ucla.edu)

Social-Cognitive Development II

Parenting practices, parenting stress, and children's social cognitive development
Nicole Guajardo, Greg Snyder, Rachel Cutler, & Katie Elkington
(guajnico@isu.edu)

Theory of Mind is Your Friend: Positive Relations Between
Mental Representational Ability and Social-Cognitive Competence in Preschoolers.
Erica Kleinknecht & Patricia J. Bauer
(eko@pacificu.edu)

Social Outcomes of Children's Theory of Mind Development
David Liu, David C. Kerr, Henry M. Wellman, & Sheryl L. Olson
(davidliu@umich.edu)

Children's and adults' explanations of intentional and unintentional acts
Melinda S. Mull & E. Margaret Evans
(mmull@albion.edu)

Preschoolers' Explanations of Intentional and Unintentional Behavior
Cheryl A. Browne
(spa@yahoo.com)

Theory of Mind II

Parents and Children Talk about Irony
Jennifer R. Dyer & Maureen Callanan
(jdyer@ucsc.edu)

Investigating Differences in Self versus Other Focused Mental State References
in Cantonese and English Speaking Parents'
Elizabeth Seamans, Connie Cheung, & Mark Sabbagh
(2els@qlink.queensu.ca)

When does Knowledge become Reliable? Exploring the Developmental Psychology of Reliabilism
Reese M. Heitner
(reeseheitner@hotmail.com)

Adult's Imaginings: Continuity Explored
Gabriel Trionfi & Marianne Wiser Ph.D.
(gtrionfi@clarku.edu)

Counterfactual Conditionals and False Belief: A Developmental Dissociation
Manuel Sprung & Josef Perner
(Manuel.Sprung@sbg.ac.at)

False Positives in False Belief Tasks: A Reevaluation
Dr. Bill Fabricius & Rebecca Bolnick
(william.fabricius@asu.edu)

Executive Functions II

Keeping it in (or out of) mind:
Elicited imitation with distractors and A-not-B at 15 and 20 months
Sandra A. Wiebe, Angela F. Lukowski, & Patricia J. Bauer
(wieb0020@umn.edu)

Attentional control and symbolic awareness: Evidence from the moving word task
Ian Apperly & Susie Leach
(i.a.apperly@bham.ac.uk)

The development of two kinds of inhibition in monolingual and bilingual children:
Simon VS Stroop
Michelle M. Martin & Ellen Bialystok
(sempai@yorku.ca)

Inhibition and Working Memory Contributions to Children's Tower of London Performance
Christine A. MacDonald, W. Keith Berg, Joseph P. McNamara, & Dana L. Byrd
(ctine@ufl.edu)

Computerized versus Non-computerized Presentation of the Tower of London:
Mode Matters in Both Children and adults
Parker, J. R., Smith, L. J., McNamara, J. P. H., Leever, B. A., Saiz, J. M.,
Reynolds, L. M., Hood, D. N., & Berg, W. K.
(wkberg@ufl.edu)

Memory and Narrative II

Executive function as a predictor of rejection of false childhood memories
Kristen Weede Alexander & Simona Ghetti
(kalexand@skymail.csus.edu)

Influence of attractiveness stereotypes on children's responses to leading questions
Jacqueline Muir-Broaddus, Rebecca Stelter, Aeron Aanstoos, & Stephanie Orin
(muirbroj@southwestern.edu)

False Reports in Preschool Children: A Result of Repeated Interviews or Leading Instructions?
Lindsay Malloy, Jodi A. Quas, Annika Melinder, Michelle D'Mello, & Gail S. Goodman
(lmalloy@uci.edu)

The effects of presentation order on recognition and recall memory in 9-month-olds
Leslie J. Carver & Katherine T. Mosher
(jcarver@ucsd.edu)

Charting the Stability of Mnemonic Performance Across the First Two Years:
A Longitudinal Analysis
Angela F. Lukowski, Sandra A. Wiebe, & Patricia J. Bauer
(luko0008@umn.edu)

Short-Term Forgetting in 16- and 20-Month-Old Children
Evren Kavas, Rebecca M. Starr, Melissa M. Burch, & Patricia J. Bauer
(kava0047@umn.edu)

Short- and Long Term Memory in 20-Month-Old Children: Relations with Initial Learning
Rebecca M. Starr, O. Evren Kavas, Melissa M. Burch, & Patricia J. Bauer
(star0069@umn.edu)

Working Memory, Short Term Memory, & Domain General Problem Solving by Infants
Katherine H. Grobman & Rick O. Gilmore
(katherine-grobman@psu.edu)

Behavioral Recall And Electrophysiological Recognition Memory
In 3-Year-Old Children At Risk for Memory Impairment
T. DeBoer, M. Georgieff, P.J. Bauer, & C.A. Nelson
(debo0047@umn.edu)

Changes in Memory Binding and Episodic Memory during Early Childhood
Julia Sluzenski & Nora S. Newcombe
(jsluzens@temple.edu)

Exploring Physiological Stress Responses and Children's Memory for an Arousing Event
Jodi Quas, PhD & Nathalie Carrick
(jquas@uci.edu)

Flexible attention and modality preference in young children:
Does familiarity of auditory stimuli affect auditory processing?
Amanda C. Napolitano & Vladimir M. Sloutsky
(napolitano.7@osu.edu)

Do you hear what I hear? Auditory and visual input competing for four-year-olds' attention
Christopher W. Robinson & Vladimir M. Sloutsky
(robinson.777@osu.edu)

Racial Awareness and Interracial Contact as Factors in the Development of
Recognition Memory for Own- and Other-Race Faces
Jennifer H. Pfeifer & Jennifer L. Eberhardt
(jpfeifer@ucla.edu)

Implicit memory: What Develops?
Elaine S. Barry, Ph.D.
(esb12@psu.edu)

Maternal Reminiscing Style: Linkages to Children's Remembering Over Time
Barbara Havlik O'Brien, David J. Rudek, Catherine A. Haden, & Peter A. Ornstein
(bhavlik@wpo.it.luc.edu)

Mother-child Conversation During Events: Linkages to Remembering Over Time
Amy M. Hedrick, Joy M. Ippolito, Marisa R. Greco, Ryan W. Copple, Catherine A. Haden,
& Peter A. Ornstein
(ahedri1@luc.edu)

Elaborative Talk About the Past Enhances Children's Narrative Skills
Elaine Reese, Sarah Stewart, & Rhiannon Newcombe
(ereese@clarku.edu)

Learning from the past to aid coping in the future: Examining the relations among mother-child conversations, attachment security, and children's coping with asthma
Jessica McDermott Sales & Robyn Fivush
(jmcderm@emory.edu)

Reasoning and Problem Solving II

Young Children's Questions about Santa Claus: A Preliminary Analysis
Jennie M. Baxter & Mark Sabbagh
(baxter@psyc.queensu.ca)

Explanation in Parent-Child Conversation Using the CHILDES Database
Brandy Frazier & Susan Gelman
(frazierb@umich.edu)

Developmental changes in metacognition and their connections with some cognitive variables
Karin Bakracevic Vukman
(karin.bakracevic@uni-mb.si)

Children's Developing Knowledge about the Reasoning Process
Jennifer Amsterlaw
(jamsterl@umich.edu)

Expertise in Children and Adults: The Role of Knowledge Utilization
Harriet S. Waters & Theodore E.A. Waters
(harriet.waters@sunysb.edu)

Similary-based induction in young children: Evidence from a memory study
Anna V. Fisher & Vladimir M. Sloutsky
(fisher.449@osu.edu)

A Microgenetic Analysis of Strategy Development in Gifted and Average-Ability Children
Dr. Hillary Hettinger Steiner & Dr. Martha Carr
(h.hettinger@att.net)

Assessing intellectual development of high school students
Blanca E. Villarreal-Salinas & Ernesto Rocha-Ruiz
(bemeralda@yahoo.com.mx)

Sleep and Cognition: The Effects of Sleep Disorders on Cognition in Children
Lyndsie Horn, Sima Zadeh, Jane F. Gaultney, Jeannine Gingras, & Charles Kaplan
(jgaultny@email.uncc.edu)

Understanding Visual Representations

Acquiring a dual representation of pictures:
When do preschoolers' differentiate between content and formal properties?
Stella F. Lourenco, Dana Liebermann, & Philip David Zelazo
(lourenco@uchicago.edu)

Children's Production and Evaluation of External Representations
Lara M. Triona & David Klahr
(triona@cmu.edu)

Children's Drawings: A Mirror to Their Minds
Isabelle D. Cherney, Tara M. Dickey, Judy D. Flichtbeil, & Claire Seiwert
(cherneyi@creighton.edu)

I Can Picture It: Two-year-olds Learn to Use Photographs as a Source of Information
Georgene Troseth, Jackie Creamer, & Jami Peterson
(georgene.troseth@vanderbilt.edu)

Parent-Child Discussions of Photography
Lisa E. Szechter & Lynn S. Liben
(szechter@psu.edu)

Television Viewing Contributes to the Development of Representational Insight?
Judith A. Hudson & Joanne Agayoff Deocampo
(jahudson@comcast.net)

Language Development II

The utility of an extensive preferential looking assessment
of language comprehension at 12 months of age
Margaret Friend, Jennifer Alongi, & Desmond Stecher
(minerva6@ix.netcom.com)

"I say tomato, you say tomaato:" Infants' learning of similar words.
Julia Wales & George Hollich
(ghollich@yahoo.com)

Two-year-old children's perception of plurals: One mip, two mips
S. Hélène Deacon, Janet Werker, & Jennifer Bustard
(hdeacon@psych.ubc.ca)

Word knowledge as process: Evidence for partial knowledge in toddlers' vocabularies
Wendelyn Shore, Peg Hull Smith, & Christopher W. Robinson
(shorewj@plu.edu)

Young Children's Word Learning: The Effects of Linguistic Diversity
Arlene S. Walker-Andrews, Sheila Krogh-Jespersen, & Caroline N. Coffield
(ccoffiel@nd.edu)

A Micro-genetic Study on Children's Word Learning
Marnie E. Arkenberg, Keith E. Nelson, Yue Xuan, & Patrick Craven
(keith_nelson_art@psu.edu)

Acquisition of Tag Questions in Children with SLI:
An Intervention Study using Conversational Recasting
Yue Xuan, Keith E. Nelson, Marnie E. Arkenberg, & Patrick Craven
(yzx100@psu.edu)

Word learning is smart: evidence that priming affects preschooler's extensions of novel words
Eliana Colunga
(colunga@psych.colorado.edu)

Parents provide cues about their ignorance when playing with and labeling unfamiliar objects
Annette M.E. Henderson & Mark A. Sabbagh
(1ameh@qlink.queensu.ca)

Deferred imitation, visual recognition memory
and emerging communicative skills in early infancy
Mikael Heimann, Karin Strid, Lars Smith, Stein Erik Ulvund, & Andrew N Meltzoff
(Mikael.Heimann@rbup.uib.no)

"Who's Drinking?" Production and Comprehension of Iconic Gestures in Preschoolers
Jana M. Iverson, Hanna Thal, & Robert Wozniak
(IversonJM@missouri.edu)

Conceptual Development II

Looks Aren't Everything: 10-Month-Olds Can Also Categorize By Function
Jessica S. Horst, Lisa M. Oakes, & Kelly M. Madole
(jessica-horst@uiowa.edu)

The role of comparison on infants' categorization in an object-examining task
Kristine Kovack & Lisa Oakes
(kristine-kovack@uiowa.edu)

Superordinate, basic, and subordinate categorization in young children:
Age, domain, and attribute
Marc H. Bornstein & Martha E. Arterberry
(Marc_H_Bornstein@nih.gov)

Toddlers' Comprehension of Symbolic Relations Pertaining to Action Categories:
Impact of Familiarization With Multiple Instances
Barbara Younger, Kathy Johnson, & Stephanie Furrer
(younger@psych.purdue.edu)

Perceptual versus nonobvious features in category membership decisions:
A statistical learning account
David Rakison & Erin Hahn
(hahn@andrew.cmu.edu)

Children's Understanding of Morality as a Domain of Knowledge
Judith Danovitch, Daniel Hyde, & Frank Keil
(Judith.Danovitch@yale.edu)

Children's use of deontic and psychological properties in social categorization
Chris A. Lawson & Charles W. Kalish
(calawson@wisc.edu)

Category membership and the pattern of movement
in the attribution of psychological and biological properties
Maciej Haman
(meh@engram.psych.uw.edu.pl)

Children's Understanding of Individual Identity and Brain Transplant:
What Makes Us Who We Are
Katherine Choe, Frank Keil, & Paul Bloom
(katherine.choe@yale.edu)

Foundational Traces in Life Judgments:
Reexamining the Development of the Living Things Concept
Robert F. Goldberg & John E. Opfer
(rgold+@pitt.edu)

Interest and Play

When Predisposition Meets Opportunity:
The Emergence of Children's Early Childhood Interests Expressed through Play in the Home
Neitzel, C., Johnson, K., & Alexander, J.
(carin.neitzel@Vanderbilt.Edu)

From Interest to Expertise: Predictors of Sustained Intense Interests in Young Children
Johnson, K. E., Alexander, J. M., & Leibham, M. E.
(joalexan@indiana.edu)

Children's Early Play Interests and
Subsequent Academic Self-regulatory Behaviors in Kindergarten
Neitzel, C., Alexander, J., & Johnson, K.
(carin.neitzel@Vanderbilt.Edu)