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Dean, Anne L.; And Others – Journal of Experimental Child Psychology, 1987
Tested the hypothesis that fourth-graders have a greater tendency than first-graders to represent transformations as ordered series of beginning, middle, and end states. Predominantly constructed states of fourth-graders were components of continuous movements or transformations, whereas those of first-graders related to the experimenters' on the…
Descriptors: Cognitive Processes, Concept Formation, Elementary Education, Elementary School Students
Howard, Darlene V.; Burke, Deborah M. – 1983
Research on the cognitive processes used in semantic priming has shown that the processing of a given stimulus is speeded by prior processing of a related stimulus as the result of automatic and/or effortful priming. To investigate the effect of age on semantic priming, two independent studies were conducted at Pomona College in California and at…
Descriptors: Age Differences, Aging (Individuals), Cognitive Processes, Language Patterns
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Robinson, Carol S.; Menchetti, Bruce M.; Torgesen, Joseph K. – Learning Disabilities: Research & Practice, 2002
This article proposes a two-factor theory of mathematics disabilities based on the premise that weak cognitive representations lead to poorer retrieval of information from long term memory. Comparison of children with math disabilities alone (MD) and those with both math and reading disabilities (MD/RD) suggests that weak phonological processing…
Descriptors: Cognitive Processes, Elementary Secondary Education, Etiology, Learning Disabilities
Gunnison, J. – 1983
Current research on information processing suggests that short term memory plays a central role in the sorting and manipulation of text information during reading. Because an entire text cannot be processed simultaneously, successive "chunks" or units of information enter the short term memory where they are compared to the reader's previous…
Descriptors: Cognitive Processes, Elementary Secondary Education, Language Processing, Long Term Memory
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Taylor, James C.; Evans, Glen – Instructional Science, 1985
Outlines a path analytic interpretation of data collected in light of the theoretical formulation of a dynamic model of memory. An investigation of industrial trainees' capacity to differentiate various ferrous and nonferrous metals is described which emphasizes the role of relational, strategic, and empirical knowledge in cognitive skill…
Descriptors: Cognitive Processes, Cognitive Structures, Independent Study, Industrial Training
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Rice, Mabel L.; And Others – Journal of Speech and Hearing Research, 1994
This study compared factors contributing to Quick Incidental Learning of new vocabulary by 50 5-year olds with specific language impairment (SLI) and 2 comparison groups. Although SLI children exhibited a robust representational mapping ability, performance was modulated by a minimum input constraint and apparent problems with storage into…
Descriptors: Cognitive Processes, Comprehension, Incidental Learning, Language Acquisition
Marshall, Sandra P.; And Others – 1987
This report describes the first of three stages in a study in the domain of problem solving: the definition and explication of schema knowledge. One objective of this research is to understand how schema knowledge is acquired and used in the chosen domain. The focus is on ways in which instruction influences the development of specific knowledge…
Descriptors: Cognitive Processes, Computer Simulation, Educational Research, Elementary Education
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Waldrop, M. Mitchell – Science, 1987
Explores the central thesis of cognitive science that the mind is an information processor. Discusses the study of reading as an opportunity to gain insight into how that processor works. Provides several examples that illustrate some of the relationships between eye movement, short-term memory, and long-term memory. (TW)
Descriptors: Cognitive Processes, Cognitive Psychology, College Science, Eye Fixations
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Hedl, John J., Jr.; Bartlett, James – 1985
Using an effort toward comprehension paradigm developed by P. M. Auble, J. J. Franks, and S. A. Soraci, Jr. (1979), the worry component of state test anxiety was related to long-term memory for sentence encoding conditions that involved comprehension, but low effort (embedded-cue) and comprehension-high effort (post-cue). A noncomprehension…
Descriptors: Analysis of Variance, Cognitive Processes, Cues, Encoding (Psychology)
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Shaughnessy, Michael F. – Research & Teaching in Developmental Education, 1985
Describes the theoretical models which suggest different "levels" in memory processing, corresponding to the short-term and long-term storage of information. Reviews studies substantiating this perspective and outlines strategies for the use of "levels" in developmental education design, as an alternative to rote memorization. (PAA)
Descriptors: Cognitive Processes, Developmental Studies Programs, Educational Innovation, Instructional Design