Normative data are described and compared for 34 Italian-speaking children (5-6 years of age) and 50 Italian-speaking adults in a timed picture-naming task, with 250 pictures (simple line drawings). Dependent measures include overall nameability, percent agreement on the most frequent name (target), number of alternative names provided, overall reaction time and latency to produce the target na...

Given mounting evidence for working memory impairments in dyslexia, letter reversals during rapid automatic letter naming (phonological loop) or rapid automatic letter writing (orthographic loop) may reflect momentary inefficiency of working memory. Few of the children, with or without dyslexia, in a multi-generational family genetics study, produced reversals, but those with dyslexia produced ...

Gender-based inequities prevent women from partaking in decision-making. This study is a secondary analysis of the 2017–2018 Bangladesh Demographic and Health Survey (BDHS) data. We examined women's participation no-decisions against set independent variables to determine factors associated with not participating any decisions. The adjusted multivariable logistic regression revealed that women,...

Two experiments attempted to reconcile discrepant recent findings relating to children's color naming and categorization. In a replication of Franklin and colleagues (Journal of Experimental Child Psychology, 90 (2005) 114-141), Experiment 1 tested English toddlers' naming and memory for blue-green and blue-purple colors. It also found advantages for between-category presentations that could be...

Number naming systems connect number words to quantities. For example, in English, the word eleven is used for the quantity that is also represented as 11 in Arabic digits. Number naming systems include words for both small (e.g., one, three) and large quantities (e.g., hundred, thousand), plus rules for combining them (e.g., 346 is three hundred and forty-six). Because each language has its ow...

The current study examines how focusing children's attention immediately after fast mapping improves their ability to retain novel names. Previous research suggests that young children can only retain novel names presented via referent selection if ostensive naming is provided and that such explicit naming works by increasing children's attention to the target and decreasing their attention to ...

This paper reports an investigation into the age of acquisition of object names and object knowledge in a cross-sectional study of 288 children aged between 3 years 7 months and 11 years 6 months, comprising equal numbers of boys and girls. The objects belonged to four categories: animals, fruit and vegetables, implements, and vehicles. They were presented in three image types: line drawings, b...