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The Importance of Sensory Context in Young Children's Acceptance of Salty Tastes.
Peer reviewed Peer reviewed
Cowart, Beverly J.; Beauchamp, Gary K. – Child Development, 1986
Assesses the acceptance of and expressed preference for varying levels of salt in soup among children three to six years of age. (HOD)
Descriptors: Discovery Learning, Experiential Learning, Learning Processes, Sensory Experience
Word Learning in Children: An Examination of Fast Mapping.
Peer reviewed Peer reviewed
Heibeck, Tracy H.; Markman, Ellen M. – Child Development, 1987
Results from these two studies show that fast mapping--gaining information about a word from how it is used in a sentence, what words it is contrasted with, and other factors--can be used successfully by children two to four years old to form quick and rough hypotheses about the meaning of a word. (PCB)
Descriptors: Language, Language Acquisition, Language Processing, Language Research
Categorization and Memory Retrieval by Three-Month-Olds.
Peer reviewed Peer reviewed
Hayne, Harlene; And Others – Child Development, 1987
Infants were tested in three studies of the acquisition and long-term retention of category-specific information. Results document retention of category-specific information after intervals of two weeks. (PCB)
Descriptors: Classification, Infants, Learning Processes, Long Term Memory
How Parents Label Objects for Young Children: The Role of Input in the Acquisition of Category Hierarchies.
Peer reviewed Peer reviewed
Callanan, Maureen A. – Child Development, 1985
Reports the results of one study in which parents taught their two- to four-year-olds basic and superordinate concepts, and another, in which they taught them subordinate concepts. Parents' teaching styles were analyzed in terms of their usefulness for children who are attempting to learn about principles of hierarchical classification. (AS)
Descriptors: Classification, Cognitive Processes, Concept Formation, Language
Intermodal Learning in Infancy: Learning on the Basis of Two Kinds of Invariant Relations in Audible and Visible Events.
Peer reviewed Peer reviewed
Bahrick, Lorraine E. – Child Development, 1988
Examines the development of intermodal perception in infancy by means of a new method, the intermodal learning method. Results support the claim that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning. (Author/RWB)
Descriptors: Auditory Stimuli, Aural Learning, Cognitive Processes, Infant Behavior
Analogical Transfer in Very Young Children: Combining Two Separately Learned Solutions to Reach a Goal.
Peer reviewed Peer reviewed
Crisafi, Maria A.; Brown, Ann L. – Child Development, 1986
Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD)
Descriptors: Analogy, Child Development, Cognitive Ability, Cognitive Development
Children's Learning and Transfer of Inductive Reasoning Rules: Studies of Proximal Development.
Peer reviewed Peer reviewed
Ferrara, Roberta A.; And Others – Child Development, 1986
Two studies examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. Subjects were 8- to ll-year-old children. Theoretical and clinical implications are discussed. (HOD)
Descriptors: Abstract Reasoning, Age Differences, Children, Cognitive Development
Early Understanding of Mental Entities: A Reexamination of Childhood Realism.
Peer reviewed Peer reviewed
Wellman, Henry M.; Estes, David – Child Development, 1986
Describes three studies that examined how young children distinguish between the real, physical world and the mental world; between objects and thoughts; and between doing something and imagining it. (HOD)
Descriptors: Child Development, Cognitive Ability, Cognitive Development, Cognitive Processes
What Makes a Vibble a Vibble? A Developmental Study of Category Generalization.
Peer reviewed Peer reviewed
Ward, Thomas B.; And Others – Child Development, 1989
Studied the way in which 32 preschoolers aged three-five years, 28 second-graders and 64 undergraduates generalized from a labeled exemplar to other potential members of the same category. Results indicated that preschoolers focused mostly on single attributes in making category decisions and older individuals primarily exhibited multiple…
Descriptors: Age Differences, Classification, Cognitive Development, Decision Making