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This special issue of the Interdisciplinary Journal commemorates the 50th anniversary of the Interdisciplinary Center for Research in Mathematical and Experimental Psychology (CIIPME), an executive unit of the National Council for Scientific and Technical Research (CONICET). Over these five decades, CIIPME has carried out interdisciplinary research on a wide range of topics related to human experience, which have contributed to scientific development and proposals to improve the living and learning conditions of various sectors of society. The article presents several research papers related to the development of literacy skills in children from low socioeconomic levels in Chile, the relationship between prosody and reading comprehension in Spanish speakers, the influence of textual structure on oral and written comprehension, the use of technology during childhood and its association with child development, the meaning of basic emotions concepts in children and adults, emotional regulation strategies in writing learning, private speech as a window to investigate motivation in adolescents with mild intellectual disabilities, school adjustment and connectivity with the environment in environmental education, the impact of the terms dyslexia and specific learning difficulty on teacher self-efficacy, the sociocognitive conflict theory of development, and attributions about the causes of poverty in Argentina. The article analyzes the causal attributions of general poverty and child poverty. [Extracted from the article]

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The aim of this study is to achieve a deeper understanding of the repertoire of cognitive resources children can display in the process of learning numbers. Forty-two children attending Age 4 Kindergarten Class or Year-One in Argentina were individually interviewed, based on a semi-structured script requiring them to represent definite and indefinite quantities orally and notationally. Children’s responses throughout the interview were categorized according to Scope of conventional knowledge, Non-conventional responses, Playfulness and Progress. Results of a series of Classification Analyses showed three main classes, which capture the tension between using what is known and exploring novelties in order to represent numerical meanings. [ABSTRACT FROM AUTHOR]

The present study compared Argentine (N = 39) and U.S. (N = 43) children and their mothers on exploratory, symbolic, and social play and interaction when children were 20 months of age. Patterns of cultural similarity and difference emerged. In both cultures, boys engaged in more exploratory play than girls, and girls engaged in more symbolic play than boys; mothers of boys engaged in more exploratory play than mothers of girls, and mothers of girls engaged in more symbolic play than mothers of boys. Moreover, in both cultures, individual variation in children's exploratory and symbolic play was specifically associated with individual variation in mothers' exploratory and symbolic play, respectively. Between cultures, U.S. children and their mothers engaged in more exploratory play, whereas Argentine children and their mothers engaged in more symbolic play. Moreover, Argentine mothers exceeded U.S. mothers in social play and verbal praise of their children. During an early period of mental and social growth, general developmental processes in play may be pervasive, but dyadic and cultural structures are apparently specific. Overall, Argentine and U.S. dyads utilized different modes of exploration, representation, and interaction--emphasizing "other-directed" acts of pretense versus "functional" and "combinatorial" exploration, for example--and these individual and dyadic allocentric versus idiocentric stresses accord with larger cultural concerns of collectivism versus individualism in the two societies. [ABSTRACT FROM AUTHOR]