Philosopher John Searle, well-known for his work on philosophy of mind and philosophy of language, has died. John Searle wrote extensively consciousness and the mind, intentionality, and speech act th...

Welcome to CogSci Unpacked, an exciting blog series dedicated to summarizing academic papers from the Cognitive Science, a CSS Journal. Our goal is to bridge the gap between academia and the broader p...

Metacognition improves significantly over childhood, but the mechanisms underlying this development are poorly understood. We first review recent research demonstrating that disagreement prompts competent responses by young children across several metacognitive domains (confidence monitoring, information search, and source monitoring). We then propose a mechanistic model of how disagreement facilitates metacognition. We localize one main source of children’s metacognitive limitations in their still-developing capacities to reason about alternative possibilities, which manifest in an overly narrow focus on one hypothesis. Disagreement increases the child’s likelihood of representing alternative hypotheses, thereby promoting improved metacognitive reasoning. The broader proposal is that, through repeated experiences of disagreement, children become better at representing alternative possibilities even when reasoning on their own, leading to metacognitive development.

Thinking creatively in two languages: Effects of mental imagery vividness, foreign language proficiency and hand gestures on bilingual creativity

Growing up with multiple siblings might negatively affect language development. This study examined the associations between birth order, sibling characteristics and parent-reported vocabulary size i....

John H. Flavell is the Anne T. and Robert M. Bass Professor Emeritus of Psychology at Stanford University. He is a member of the National Academy of Sciences. Flavell is a founder of social cognitive ...

Development takes place when change in one domain cascades into change in another domain. Preterm infants exhibit disruptions to their object play and the maintenance of a joint focus of attention wi...

One of the earliest sources of mathematical input arises in dyadic parent–child interactions. However, the emphasis has been on parental input only in speech and how input varies across different e...

Scientific Data - The ECOLANG Multimodal Corpus of adult-child and adult-adult Language