The scientists – and many parents – have long believed that children operate like small adult brain. The rationale was that children learn in the course of time things like a proactive planning and understand how they affect the present action in the future. But the new study suggests that this is not the case. “The good news is that we are our children not in one ear and out the other, as you can imagine,” said CU-Boulder psychology Professor Yuko Munakata, of the LED is telling study with CU graduate student Christopher Chatham, and Frank Michael Brown University. “It is out and real-time implementation, as in adults. But it is inside and store it for later.” “I went into this study expects a different set of conclusions,” said Munakata. “There are a lot of work in the field of cognitive development, as children are essentially versions of some adults try to concentrate to do the same things adults, but they’re just not do well on the field. What we show here that they are something completely different. “CU-Boulder during the study, researchers used a computer game for children developed and a technique known as pupillometry – a process that the diameter of the pupil of the eye measures to the intellectual effort of the child – to study to determine the cognitive abilities of the three-and-a-half-year-old and 8 years. The computer games to teach because of the simple rules for children of two cartoon characters – Blue from Blue’s Clues and SpongeBob SquarePants – and their preferences for different purposes. In the mode for the game, told the children that loves Blue Watermelon, they were the happy face button on the screen when she saw Blue, followed by a water melon. appeared as SpongeBob, they were told to press the sad face on the screen. Use pupillometry determine when children practiced mental effort, the speed of their responses for each type of sequence and relative accuracy of these reactions were, the researchers found that children still plan for the future or live in completely to present. Instead, they demand the past than they need. “For example, say it’s cold outside and you say, get your 3-year-old his jacket from his room and prepare to go outside. You can expect the child to plan for the future, thinking,” OK, it’s cold outside is for the jacket keeps me warm, “said Chatham.” But what, we suggest that this is not done, resulting in a brain-three years. Rather, they run outside, he discovered is cold, and then again the memory of where the vest, and then go get it. “Munakata does not intend to be an expert parent, but she thinks that her new study, which is for the interaction of parents with their small children all day.” If you just repeat something over and over again that your child prepare for something which is not likely to need to be effective, “said Munakata.” What would be more effective to try somehow to trigger this reactive function. So do not do something that requires them to look ahead in their heads, but try the conflict that they do highlight the face. Maybe you could something like “I know you do not want to tell your coat now, but when you remember standing in the courtyard of chills later because you can get your coat your bedroom.” Munakata said the results of far-reaching implications for research in the field of cognitive development have. “Further studies could help people understand why children do well or poorly in different educational institutions,” she said. Proceedings of the National Academy of Sciences, 2009 Clinical Psychology Consultants Trent. Dedicated to the study, diagnosis and treatment of mental, emotional and behavioral problems. Trent Consultants has a variety of programs for parents to their children a head start in life. Trent Consultants want www. trent consultants. org Email: custody of kids @ trent consultants. org