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Currently there are disputes in the infancy literature concerning when infants are first able to individuate physical objects by their features or properties. This issue has taken on new significance following claims that individuation by feature is linked to the emergence of object kind concepts toward the end of the first year. Needham (2001, this issue) presents evidence that infants as youn...

In three experiments with 164 individuals between 4 and 80 years old, we examined age-related changes in explicit memory for three perceptual features—item identity, color, and location. In Experiments 1–2, feature recognition was assessed in an incidental learning, gamelike task resembling the game Concentration. In Experiment 3, feature recognition was assessed using a pencil-and-paper task a...

Developmental aspects of number concepts were evaluated using participants from the beginning and end of first grade (6–7 years old), third and fifth grades (7–11 years old), and university (22 years old). Participants evaluated the numerical value or physical size of stimuli varying along both dimensions. The numerical distance effect appeared in all groups. In contrast, the size congruity eff...

Tasks assessing perception of a phonemic contrast based on voice onset time (VOT) and a nonspeech analog of a VOT contrast using tone onset time (TOT) were administered to children (ages 7.5 to 15.9 years) identified as having reading disability (RD; n 5 21), attention deficit/hyperactivity disorder (ADHD; n 5 22), comorbid RD and ADHD (n 5 26), or no impairment (NI; n 5 26). Children with RD, ...

I appreciate all the Reflections that have provided an interesting set of ideas and perspectives. I will focus my response on three topics raised in the Reflections that I think are the most important issues for stimulating progress in this area of research. First, I will consider questions about how to characterize the different kinds of information or knowledge infants use when segregating ob...

Children aged 3, 5, and 8 years received training on a temporal bisection task, with standard short and long durations being presented as visual stimuli lasting 1 and 4 s or 2 and 8 s. Nonstandard comparison stimuli were spaced linearly between the standards. Psychophysical functions showed increasing proportions of “long” responses (responses appropriate to the long standard) with increasing s...

Two experiments explored how children who encounter a new spelling for a phoneme generalize it to novel items. Children ages 5 1/2 to 9 (N = 123) were taught a CVC (consonant–vowel–consonant) nonword containing a new vowel spelling in the middle position (e.g., /gak/ is spelled as giik). They were then asked to spell other nonwords containing the vowel or to judge spellings that had supposedly...

Correction to: Journal of Abnormal Child Psychology

Evolutionary developmental psychology involves the expression of evolved, epigenetic programs, as described by the developmental systems approach, over the course of ontogeny. There have been different selection pressures on organisms at different times in ontogeny, and some characteristics of infants and children were selected in evolution to serve an adaptive function at that time in their li...