The contributions of language and inhibitory control to false belief reasoning over time.

Introduction: The role of language in false belief reasoning has been much debated for twenty-five years or more, especially the relative contributions of general language development, complement syntax, vocabulary, and executive function. However, the empirical studies so far have fallen short, in that they generally have too few participants for adequate statistical modeling; they do not include control variables; or they are cross-sectional rather than longitudinal, making inferences about causal direction much more tenuous.

Methods: The present study considers the role of these different variables in the development of false belief reasoning over several months of testing, with 258 children aged three to five years.

Methamidophos poisoning: A paediatric case report.

Methamidophos is a highly hazardous organophosphate and is known to cause an acute cholinergic toxidrome. Methamidophos use is not allowed in South Africa and therefore local data pertaining to methamidophos poisoning is very limited, with no paediatric clinical cases described. Methamidophos is an active metabolite of acephate, a commonly used organophosphate, registered for agricultural use in South Africa.

Across demographics and recent history, most parents sing to their infants and toddlers daily.

Music is universally prevalent in human society and is a salient component of the lives of young families. Here, we studied the frequency of singing and playing recorded music in the home using surveys of parents with infants ( = 945). We found that most parents sing to their infant on a daily basis and the frequency of infant-directed singing is unrelated to parents' income or ethnicity.

Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties.

This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.