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Solis, S. Lynneth; Curtis, Kaley N.; Hayes-Messinger, Amani – Journal of Research in Childhood Education, 2017
Researchers propose that experiencing and manipulating physical principles through objects allows young children to formulate scientific intuitions that may serve as precursors to learning in STEM subjects. This may be especially true when children discover these physical principles through object affordances during play. The present study…
Descriptors: Play, STEM Education, Preschool Children, Naturalistic Observation
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Sobel, David M.; Yoachim, Caroline M.; Gopnik, Alison; Meltzoff, Andrew N.; Blumenthal, Emily J. – Journal of Cognition and Development, 2007
Four experiments examined children's inferences about the relation between objects' internal parts and their causal properties. In Experiment 1, 4-year-olds recognized that objects with different internal parts had different causal properties, and those causal properties transferred if the internal part moved to another object. In Experiment 2,…
Descriptors: Preschool Children, Inferences, Concept Formation, Age Differences
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Laxon, V. J. – Journal of Experimental Child Psychology, 1981
Sixty children aged 2-3 to 5-6 were given four quantity tasks that tested their understanding of "more" and "same." Tasks involving a manipulative response were significantly easier than those involving a yes/no judgment. (Author/RH)
Descriptors: Computation, Concept Formation, Nonverbal Ability, Object Manipulation
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Mandler, Jean M.; And Others – Cognitive Psychology, 1991
The conceptual categories that children have developed in their second year were studied in five experiments using object manipulation tasks. Subjects included 152 children from 18 to 31 months of age. These very young children had formed global conceptions of many domains of objects. (SLD)
Descriptors: Child Development, Classification, Cognitive Processes, Concept Formation
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Starkey, David – Child Development, 1981
Examines the issue of object sorting in early infancy. Forty-eight infants at 6, 9, and 12 months were presented with eight sets of small, manipulable objects. At six months, selective manipulation was absent; at nine months, 94 percent of the infants sequentially touched similar objects and at 12 months 100 percent did so. (Author/DB)
Descriptors: Age Differences, Classification, Cognitive Development, Concept Formation
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Simpkins, Katherine E. – Journal of Visual Impairment and Blindness, 1979
Using Jean Piaget's theory of spatial development, a study was undertaken to identify the development of spatial concepts in 48 blind, partially sighted, and sighted 4-to-7-year-old children through the use of tactual recognition of shapes. (Author/PHR)
Descriptors: Blindness, Concept Formation, Exceptional Child Research, Object Manipulation
DeLoache, Judy S.; And Others – 1981
A seriation task (assembling a set of nesting cups) was used in this study to examine developmental changes in young children's ability to restructure a situation. Forty young children, eight each at 18, 24, 30, 36, and 40 months of age, participated in the study. Each child was presented with five nesting cups and was told he or she could play…
Descriptors: Age Differences, Behavior Patterns, Cognitive Development, Concept Formation
Carty, Mary – 1977
This paper reports on an experiment undertaken to delineate more clearly the relationship between the naming process in children and certain aspects of the environment which may play a role in that process. The investigation concerned the effect of manipulation and of object novelty on naming. Sixteen children, ten girls and six boys, ranging in…
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Concept Formation
Hooper, Frank H.; And Others – 1974
A series of Piagetian concrete operations period tasks dealing with classificatory concepts was administered to 280 children (40 subjects from each of seven levels--preschool, kindergarten, and first, second, third, fourth, and sixth grades). Significant main effects for age were found for all the tasks. Few significant sex differences were…
Descriptors: Children, Classification, Cognitive Ability, Concept Formation
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Wolf, Yuval – Journal of Experimental Child Psychology, 1995
Five- to six-year-old children estimated the size of Euclidian objects using an addition rule of Height plus Width, rather than a multiplying rule. Within the framework of information integration theory, tested whether intensive handling of objects would facilitate shift from addition rule to multiplication rule. Found that following handling,…
Descriptors: Addition, Cognitive Ability, Cognitive Development, Cognitive Processes
Berlin, Donna F.; White, Arthur L. – 1985
This study explores a learning model which suggests that a concept is acquired first through manipulation of concrete objects followed by transformation of the concrete objects into semi-concrete representations, followed by internalization of the concept through abstract representations. Microcomputer simulations of manipulative activities were…
Descriptors: Cognitive Development, Cognitive Processes, Computer Simulation, Concept Formation