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The Cognitive Reserve Hypothesis: A Longitudinal Examination of Age-Associated Declines in Reasoning and Processing Speed

Developmental psychology, 2009-03, Vol.45 (2), p.431-446

2009

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Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science

Science education (Salem, Mass.), 2012-09, Vol.96 (5), p.763-786

2012

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Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement

Science education (Salem, Mass.), 2013-07, Vol.97 (4), p.574-593

2013

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Effects of Varying Levels of Expertise on the Basic Level of Categorization

Journal of experimental psychology. General, 1997-09, Vol.126 (3), p.248-277

1997

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Infants' Developing Appreciation of Similarities Between Model Objects and Their Real-World Referents

Child development, 2006-11, Vol.77 (6), p.1680-1697

2006

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Children's Early Interest-Based Activities in the Home and Subsequent Information Contributions and Pursuits in Kindergarten

Journal of educational psychology, 2008-11, Vol.100 (4), p.782-797

2008

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Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten

Journal of research in childhood education, 2016-10, Vol.30 (4), p.474-493

2016

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Impact of varying levels of expertise on decisions of category typicality

Memory & cognition, 2001-10, Vol.29 (7), p.1036-1050

JOHNSON, Kathy E

2001

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Effect of memory impairment on training outcomes in ACTIVE

Journal of the International Neuropsychological Society, 2007-11, Vol.13 (6), p.953-960

2007

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The Role of Parenting and Family Factors in the Developmental Catch-Up for Children Adopted Internationally

Adoption quarterly, 2016-07, Vol.19 (3), p.224-236

2016

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Race-Related Disparities in 5-Year Cognitive Level and Change in Untrained Active Participants

Journal of aging and health, 2013-12, Vol.25 (8_suppl), p.103S-127S

2013

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The development of conceptual interests in young children

Cognitive development, 2008-04, Vol.23 (2), p.324-334

2008

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The role of visual discrimination in the learning-to-read process

Reading & writing, 2009-02, Vol.22 (2), p.117-131

2009

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Impact of intuitive theories on feature recruitment throughout the continuum of expertise

Memory & cognition, 1998-03, Vol.26 (2), p.382-401

1998

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Infants’ comprehension of toy replicas as symbols for real objects

Cognitive psychology, 2004-03, Vol.48 (2), p.207-242

2004

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Factors associated with the early emergence of intense interests within conceptual domains

Cognitive development, 2004-07, Vol.19 (3), p.325-343

2004

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Race-Related Cognitive Test Bias in the Active Study: A Mimic Model Approach

Experimental aging research, 2010-10, Vol.36 (4), p.426-452

2010

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Acquisition of the Plural Morpheme: A Case Study

Developmental psychology, 1991-03, Vol.27 (2), p.222-235

1991

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Infants' symbolic comprehension of actions modeled with toy replicas

Developmental science, 2005-07, Vol.8 (4), p.299-314

2005

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The emergence of children's interest orientations during early childhood: When predisposition meets opportunity

Learning, culture and social interaction, 2019-12, Vol.23, p.100271, Article 100271

2019

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Parenting behaviors associated with the maintenance of preschoolers' interests: A prospective longitudinal study

Journal of applied developmental psychology, 2005-07, Vol.26 (4), p.397-414

2005

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Infants' understanding of model objects and modeled actions should not be assumed

Developmental science, 2005-07, Vol.8 (4), p.317-318

2005

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What are theories for? Concept use throughout the continuum of dinosaur expertise

Journal of experimental child psychology, 2004-03, Vol.87 (3), p.171-200

2004

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Relations between intelligence and the development of metaconceptual knowledge

Metacognition and learning, 2006-04, Vol.1 (1), p.51-67

2006

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Knowledge is not everything: Analysis of children's performance on a haptic comparison task

Journal of experimental child psychology, 2002-08, Vol.82 (4), p.341-366

2002

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The Cognitive Reserve Hypothesis: A Longitudinal Examination of Age-Associated Declines in Reasoning and Processing Speed

Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science

Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement

Effects of Varying Levels of Expertise on the Basic Level of Categorization

Infants' Developing Appreciation of Similarities Between Model Objects and Their Real-World Referents

Children's Early Interest-Based Activities in the Home and Subsequent Information Contributions and Pursuits in Kindergarten

Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten

Impact of varying levels of expertise on decisions of category typicality

Effect of memory impairment on training outcomes in ACTIVE

The Role of Parenting and Family Factors in the Developmental Catch-Up for Children Adopted Internationally

Race-Related Disparities in 5-Year Cognitive Level and Change in Untrained Active Participants

The development of conceptual interests in young children

The role of visual discrimination in the learning-to-read process

Impact of intuitive theories on feature recruitment throughout the continuum of expertise

Infants’ comprehension of toy replicas as symbols for real objects

Factors associated with the early emergence of intense interests within conceptual domains

Race-Related Cognitive Test Bias in the Active Study: A Mimic Model Approach

Acquisition of the Plural Morpheme: A Case Study

Infants' symbolic comprehension of actions modeled with toy replicas

The emergence of children's interest orientations during early childhood: When predisposition meets opportunity

Parenting behaviors associated with the maintenance of preschoolers' interests: A prospective longitudinal study

Infants' understanding of model objects and modeled actions should not be assumed

What are theories for? Concept use throughout the continuum of dinosaur expertise

Relations between intelligence and the development of metaconceptual knowledge

Knowledge is not everything: Analysis of children's performance on a haptic comparison task

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