This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.

The goal of the present study was to develop and compare two different methods for rating scaffolding between siblings: a thin slice approach and an interval coding approach. Fifty younger (age=3 years) and 50 older (age 3-7 years) siblings interacted for five minutes on a cooperation task and scaffolding during the task was coded for each child. Internal consistency was excellent for the thin slice measure and questionable for the interval measure. Inter-rater reliability was good for both. Thin-slicing was more strongly related to predicted variables (children’s theory of mind, language, age, cooperation, positive and negative behavior) than interval coding, and reduces demands on resources in terms of training and reliability. The development of a reliable and valid measurement for the assessment of child-to-child scaffolding, which involves limited training and is quick to code, will be a useful research and practice tool for developing children’s cooperation skills in applied settings.

By 18 months children demonstrate a range of social-cognitive skills that reflect their emerging capacity to understand and engage in intentional relations with others. Intention understanding is a critical component of children’s social cognition at this age. Although individual differences in social cognition have been linked to neurocognitive maturation, socio-cultural models of development suggest that environmental influences operate in the development of intention understanding, with distal factors operating through proximal processes. In the current study of 501 children and their mothers, we tested and found support for a model in which an accumulation of distal environmental risks was associated with lower maternal responsivity, which was in turn associated with lower social-cognitive competency at 18 months. In addition, part of this effect operated through children’s concurrent language ability. Findings are discussed with respect to the Vygotskian themes of internalization and semiotic mediation.

To date, there is compelling evidence to show that theory-of-mind development is influenced by different environmental and cognitive factors. However, despite our understanding of the different individual processes that facilitate theory-of-mind acquisition, what remains relatively unclear is how these processes operate together during development. The goal of the present dissertation is to examine mediation (examines the relationship between two different factors and address the question of “why” or “how” one variable predicts or causes an outcome variable) and moderation (examines “when” or “for whom” a variable most strongly predicts or causes an outcome variable) processes that can help explain why and under what conditions environmental and cognitive factors are important for theory-of-mind development. The investigation began by examining the influence of environmental factors on theory-of-mind development. Mediation analyses were used to examine “why” environmental factors such as family (i.e., family risk) and socio-linguistic factors (i.e., parental cognitive talk), may be important for theory-of-mind development. Preliminary results demonstrated possible mediated effects of both family risk and parental cognitive talk on theory of mind. That is, family risk may delay children’s theory-of-mind development by impeding the rate of language acquisition, whereas parental cognitive talk may facilitate more advanced theory-of-mind understanding by encouraging more parent-child reciprocity during conversations. Next, the effects of cognitive factors on theory-of-mind development were explored. Moderation analysis was used to examine under what conditions children’s language abilities and conflict inhibition skills (children’s ability to inhibit a prepotent response while responding with a less salient response) are important for theory-of-mind acquisition. Although there may be limited effects of child language and conflict inhibition on early theory of mind, advanced theory-of-mind understanding such as false belief requires both. However, optimal effects of child language on false-belief understanding occurred when children also had high levels of conflict inhibition ability. These findings suggest that effects of child language on false belief are contingent on children’s conflict inhibition skills. Finally, to investigate how environmental and cognitive factors operate together during theory-of-mind development, moderation analysis was conducted to examine whether delays in language and/or conflict inhibition can be compensated for by more exposure to parental cognitive talk (and vice versa) during theory-of-mind acquisition. Although there was no evidence to suggest compensatory effects, results demonstrated that child language and parental cognitive talk both independently contributed to theory of mind. These findings suggest that environmental (e.g., parental cognitive talk) and cognitive factors (e.g., child language) play distinct roles during theory-of-mind development. Overall, these results demonstrate the value of understanding theory-of-mind development from a bioecological perspective where children are both directly and indirectly influenced by multiple mechanisms during theory-of-mind development.

Neuroscientists have long known that brain function is inherently variable. Functional magnetic resonance imaging (fMRI) research often attributes blood oxygen level-dependent (BOLD) signal variance to measurement-related confounds. However, what is typically considered “noise” variance in data may be a vital feature of brain function that reflects development, cognitive adaptability, flexibility, and performance. In the present thesis, we examine how brain signal variability (measured with a modified BOLD time series standard deviation (SDBOLD)) relates to human aging and cognitive performance in a series of studies. In Study 1, we examined brain variability during fixation baseline periods. We found that not only was the SDBOLD pattern robust, its unique age-predictive power was more than five times that of meanBOLD (a common measure of BOLD activity), yet revealed a spatial pattern virtually orthogonal to meanBOLD. Contrary to typical conceptions of age-related neural noise, young adults exhibited greater brain variability overall. In Study 2, we found that younger, faster, and more consistent performers exhibited significantly higher brain variability across three cognitive tasks, and showed greater variability-based regional differentiation compared to older, poorer performing adults. SDBOLD and meanBOLD spatial patterns were again orthogonal across brain measures. Study 3 demonstrated experimental condition-based modulations in SDBOLD. SDBOLD was an effective discriminator between internal (lower variability) and external (higher variability) cognitive demands, particularly in younger, high performing adults. Finally, to gauge the extent that brain variability can be incrementally manipulated within a single cognitive domain, Study 4 examined parametric modulations in SDBOLD on a face processing task in a young-only sample. Results indicated that SDBOLD can be robustly manipulated through experimental control, and that this manipulation linearly follows performance trends across conditions. These studies help establish the age- and performance-relevance of BOLD variability. We thus argue that the precise nature of relations between aging, cognition, and brain function is incompletely characterized by using mean-based brain measures exclusively.

The purpose of these studies was to examine moderation processes for the influence of early maternal parenting practices on young children’s prosocial outcomes. Data for both studies were drawn from the Kids, Families, and Places study. Observational measures of mothers’ parenting practices and children’s cooperation outcomes were collected in the home, and both mothers and fathers reported on their children’s prosocial conduct. Study 1 was a longitudinal analysis of the interaction between maternal sensitivity after birth (Time 1) and children’s joint attention (JA) skills (Time 2, 18 months later) on children’s cooperation skills at 18 months. Findings indicated that children’s concurrent Responding to JA (RJA) was associated with cooperation and early maternal sensitivity moderated this relationship. Children high in RJA showed good cooperation irrespective of maternal sensitivity. However, low RJA was associated with high cooperation in the presence of high maternal sensitivity. Study 2 used person-oriented analyses to examine patterns of maternal parenting associated with young children’s concurrent prosocial behaviour across socioeconomic contexts. Latent Profile Analysis identified 3 profiles of parenting: Positive (14%), Negative (36%), and Combined (moderate levels of both positive and negative practices; 50%). Mothers from low-income families and those living in disadvantaged neighbourhoods were more likely to  belong to the Negative or the Combined profiles.  Moderation analyses indicated the protective influence of the Combined profile of parenting for children residing in impoverished socioeconomic contexts. In the context of low family SES and high neighbourhood disadvantage, children were rated as more prosocial if mothers use a combined style of parenting. A protective-enhancing effect was found, in which these high-risk children were actually rated better than those children who did not live in such adversity. Together, results highlight the importance of studying the association between parenting and prosocial outcomes within an ecological and contextual framework, with interactions amongst both child-level and distal factors, for understanding individual differences in prosocial development.

This thesis examines the effects of linguistic input on the development of children’s epistemic concepts. It draws upon two fundamental questions in the field of cognitive development: (a) whether distinctions between automatic and controlled forms of cognitive processing are indicative of underlying conceptual differences, and (b) whether language is critical to the process of concept development. To establish the background of the current research, a summary of how these theoretical questions have been addressed in other fields of cognitive psychology is first provided (Chapter 1). These questions are then re- examined within the specific domain of epistemic concept development (Chapter 2). Changes in false-belief processing that occur between infancy and the early preschool years are discussed in relation to two competing theories of false-belief development. A framework to explain how language promotes children’s transition between automatic and controlled forms of processing is then provided. It is suggested that language facilitates change by both reducing the cognitive demands associated with controlled response tasks as well as assisting with the formation of robust epistemic representations. An empirical study that was designed to examine the effects of epistemic language (i.e., verbs and syntax) on children’s automatic and controlled processing of belief is then described (Chapters 3 to 5). Eighty-four children (Mage = 3;5 years), who initially failed elicited measures of false-belief, were trained with visual contexts of true- and false-belief. The critical manipulation across three conditions was the linguistic input presented in conjunction with these contexts. Children heard narrations that contained either (a) the description of an agent’s actions without an epistemic verb, (b) a familiar epistemic verb (thinks) across both contexts, or (c) the familiar epistemic verb in contexts of true-belief and a novel epistemic verb (gorps) in contexts of false-belief. Results demonstrated a significant advantage for children who were trained with epistemic verbs on spontaneous measures of false-belief (i.e., anticipatory gaze). Significant effects of epistemic verb exposure were also demonstrated in novel contexts of belief induction. Implications of these findings are discussed in relation to theories that make distinct predictions about the role of language in epistemic concept development (Chapter 6).

Two experiments examined the role of various cues on children’s performance in a well-known object-displacement task. In this task, children observed a toy rolling down a ramp whose trajectory was occluded by an opaque screen with doors. A barrier was placed along the ramp, behind one of the doors, to stop the toy. The top portion of the barrier was visible above the screen. To search successfully, children had to retrieve the hidden toy by opening the correct door. Previous work had found that the barrier was an ineffective cue among children less than three years of age. According to a landmark-based account, this was because the barrier was only an indirect cue to object location. If a cue directly marked the location, then it would be more likely attended and utilized. This model underscores the spatial relation between cue and the target. Other cue properties are important in so far that they modify this spatial relation. In Experiment 1, a cue’s distance from the target object was manipulated (i.e., short vs. long), but the location marked by the cue was kept constant (i.e., correct door was directly below). The search performances of 24- and 30-month old children were compared under no cue, short-cue/short-door, and long-cue/long-door conditions. Both age groups performed equally well under both cued conditions. In Experiment 2, a cue’s movement (i.e., coincident with the car vs. not coincident with the car) down the ramp was manipulated. The performance of 24- and 30-month old children were compared under attached-direct cue and unattached-direct cue conditions. Both age groups performed well under both conditions. Collectively, the results provide support for the landmark-based account. The spatial relation between cue and target underlies toddlers’ search. Properties of the cue matter to the extent that they impact how well the cue marks its target.

This study assessed the relationship between children’s, adolescents’, and adults’ epistemological development and their evaluations of different teaching methods. Participants were presented with different teaching scenarios in which the domain (scientific or moral), nature (controversial or noncontroversial), and method (lecture or discussion) were varied to determine if this affected participants’ rating of the scenarios. Epistemological development was assessed in three domains: aesthetic, value (moral), and physical truth (science). Ninety-six participants (7–8-, 10–11-, 13–14-year-olds, and college students) were included in the study. In general, it was discovered that older participants (13-14-year-olds and college students) preferred discussion methods, while younger participants (7-8 and 10-11-year-olds) did not discriminate between lectures or discussions. However, all participants took the domain, nature, and method into consideration. Epistemological development was predictive of participants’ preference for teaching methods, but only in the value domain.

This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.