The power of the written word: Comparing word meaning inferencing from auditory and written modalities throughout grade school.

Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality.

Gender differences in mothers' spatial language use and children's mental rotation abilities in Preschool and Kindergarten.

Mental rotation has emerged as an important predictor of success in Science, Technology, Engineering, and Math (STEM). By the age of 4.5 years, boys outperform girls in these abilities.