The Journal of Cognition and Development publishes the very best articles on research that informs cognitive development, including behavioral, computational, cognitive neuroscience, adult cognition, cross-cultural, and cross-species comparative approaches that address how cognition develops. The journal’s primary focus is on full length empirical reports although high impact short reports (max. 4000 words) will also be considered. In addition to empirical reports, the journal includes a feature called “Tools of the Trade” (authored by invitation only) regarding methodological issues of interest to the readership of the journal, theoretical essays (occasionally accompanied by peer commentaries), and essay reviews of new and significant books. Criteria for acceptance of submitted manuscripts include the theoretical import of the research, the substance of the argument (including methodological rigor and support for conclusions drawn), the ingenuity of ideas or approach, the quality of expression, and the relevance of the work to issues of broad interest.
|Winners of the Journal of Cognition and Development Editor's Choice Award|
Canfield, C. F., & Ganea, P. A. (2014). ‘You could call it magic’: What parents and siblings tell preschoolers about unobservable entities. Journal of Cognition and Development, 15, 269-286.
Shutts, K., Roben, C. K. P., & Spelke, E. S. (2013). Children's use of social categories in thinking about people and social relationships. Journal of Cognition and Development, 14, 35-62.
Russell, J., Gee, B., & Bullard, C. (2012). Why do young children hide by closing their eyes? Self-visibility and the developing concept of self. Journal of Cognition and Development, 13, 550-576.
Augustine, E., Smith, L., & Jones, S. (2011). Parts and relations in young children's shape-based object recognition. Journal of Cognition and Development, 34, 320-330.
Christie, S., & Gentner, D. (2010). Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11, 356-373.
|Hedrick, A. M., Haden, C. A., Ornstein, P. A. (2009). Elaborative talk during and after an event: Conversational style influences children’s memory reports.Journal of Cognition and Development, 10, 188-209.|
|Deborah G. Kemler Nelson, Kelly A. O’Neil, and Yvonne M. Asher (2008). Mutually Facilitative Relationship Between Learning Names and Learning Concepts in Preschool Children: The Case of Artifacts Journal of Cognition and Development, (9), 171-193.|
|Camille W. Brune and Amanda L. Woodward (2007). Social Cognition and Social Responsiveness in 10-month-old Infants Journal of Cognition and Development, (8), 133-158.|
|Amsterlaw, Jennifer, Wellman, Henry M. (2006). Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding. Journal of Cognition and Development, 7(2), 139-172.|
|Sales, Jessica McDermott, Fivush, Robyn, Parker, Janat, Bahrick, Lorraine. (2005). lStressing Memory: Long-Term Relations Among Children's Stress, Recall and Psychological Outcome Following Hurricane Andrew. Journal of Cognition and Development, 6(4), 529-545.|
|Laura L. Namy, Aimee L. Campbell and Michael Tomasello (2004). The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures, JOURNAL OF COGNITION AND DEVELOPMENT, 5(1), 37-57.|
|Amy M. Boland, Catherine A. Haden and Peter A. Ornstein (2003). Boosting Children's Memory by Training Mothers in the Use of an Elaborative Conversational Style as an Event Unfolds, JOURNAL OF COGNITION AND DEVELOPMENT, 4(1),39-65.|