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On Cognitive Development.
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Flavell, John H. – Child Development, 1982
If human cognitive development advances through a series of broad and general stages, then the child's mind at any developmental point should seem consistent and similar across situations in its maturity level and general style. However, there appear to be factors and conditions that promote homogeneity and heterogeneity in the child's cognitive…
Descriptors: Child Development, Cognitive Development, Developmental Stages, Environmental Influences
Young Children's Ability to Differentiate Appearance-Reality and Level 2 Perspectives in the Tactile Modality.
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Flavell, John H.; And Others – Child Development, 1989
Examines the ability to differentiate appearance-reality and Level Two perspective-taking in tactile modality among a total of 92 children aged two-four years in three studies. The results indicate that three-year-olds find tactile appearance-reality and Level Two perspective-taking tasks easier than visual ones. (RJC)
Descriptors: Cognitive Development, Perceptual Development, Perspective Taking, Preschool Children
Development of Children's Knowledge about Unconsciousness.
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Flavell, John H.; Green, Frances L.; Flavell, Eleanor R.; Lin, Nancy T. – Child Development, 1999
Interviewed 5-, 6-, 7-, 8-, and 10-year olds, and adults regarding their knowledge about primary-consciousness, reflective-consciousness, and control activities. Found that the recognition that people do not engage in conscious mental activities when unconscious is still developing during the late middle-childhood years. (Author/KB)
Descriptors: Adults, Age Differences, Children, Cognitive Development
Young Children's Understanding of "Remember" and "Forget."
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Lyon, Thomas D.; Flavell, John H. – Child Development, 1994
Three studies examined young children's understanding that, if one "remembers" or "forgets," one must have known something previously. The majority of four-year olds, but not three-year olds, understood that, when two characters currently knew something, the one with prior knowledge remembered and that, when neither character…
Descriptors: Age Differences, Childhood Attitudes, Cognitive Development, Memory
Retrieval of Recently Learned Information: Development of Strategies and Control Skills
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Salatas, Harriet; Flavell, John H. – Child Development, 1976
The present study was designed to explore what subjects can and will do spontaneously in memory retrieval situations. Subjects were kindergarten, third grade and college students. (SB)
Descriptors: Cognitive Development, Elementary Education, Higher Education, Memory
Young Children's Preference for Mental State versus Behavioral Descriptions of Human Action.
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Lillard, Angeline S.; Flavell, John H. – Child Development, 1990
In the two studies reported, three year olds tended to choose mentalistic descriptions more often than behavioral ones to describe people. (PCB)
Descriptors: Attribution Theory, Behavior, Child Development, Pictorial Stimuli
Perspective Taking: The Development of Two Components of Knowledge
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Salatas, Harriet; Flavell, John H. – Child Development, 1976
The development of perspective taking was explored in kindergarten and second grade children using a referential communication task. (BRT)
Descriptors: Cognitive Development, Communication Skills, Grade 2, Kindergarten Children
Preschoolers' Understanding of the Link between Thinking and Feeling: Cognitive Cuing and Emotional Change.
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Lagattuta, Kristin Hansen; Wellman, Henry M.; Flavell, John H. – Child Development, 1997
Three studies used illustrated stories to examine preschoolers' understanding of emotional changes when memories of past events were cued by objects in the current environment. Found substantial development between 4 and 6 years in understanding the influence of mental activity on emotions. The strength and consistency of this knowledge was…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Cues
Understanding and Remembering: Children's Knowledge about the Differential Effects of Strategy and Task Variables on Comprehension and Memorization.
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Lovett, Suzanne B.; Flavell, John H. – Child Development, 1990
Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Comprehension