Descriptor
Source
| Child Development | 15 |
Author
| Wellman, Henry M. | 2 |
| Bigi, Linda | 1 |
| Friedenberg, Lisa | 1 |
| Glass, Arnold L. | 1 |
| Hagen, John W. | 1 |
| Hebble, Peter W. | 1 |
| Johnson, Carl N. | 1 |
| Keasey, Charles Blake | 1 |
| Malgady, Robert G. | 1 |
| Miller, Patricia H. | 1 |
| Nicholls, John N. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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| Researchers | 1 |
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| Stanford Binet Intelligence… | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewedGlass, Arnold L.; And Others – Child Development, 1977
Children in grades 1, 3, and 5 were asked to decide whether selected contradictory sentences were true or false. The age at which children were first able to evaluate the false sentences correctly corresponded to the relative speed with which adults evaluated the sentences in a timed vertification task. (Author/JMB)
Descriptors: Age Differences, Comprehension, Elementary Education, Intellectual Development
Peer reviewedFriedenberg, Lisa; Olson, Gary M. – Child Development, 1977
Administration of a placement task to 66 preschool and grade school children revealed that the concept of higher/lower was understood earlier than above/below, which in turn was understood earlier than rising/falling. Within each pair of terms, the one referring to upness was comprehended earlier. (Author/JMB)
Descriptors: Age Differences, Comprehension, Concept Formation, Early Childhood Education
Peer reviewedWellman, Henry M. – Child Development, 1977
Three-, four- and five-year-old children were presented an array of metamemory tasks designed to test their understanding of variables which affect the difficulty of memory performance. (JMB)
Descriptors: Age Differences, Comprehension, Intellectual Development, Memorization
Peer reviewedWhite, Edward; And Others – Child Development, 1978
Kindergarten through fourth graders (N=170) were tested for conservation and then interviewed following the presentation of a story about an elderly woman's death, in an attempt to assess children's understanding of 3 concepts: irrevocability, cessation of bodily processes, and universality. (Author/JMB)
Descriptors: Age Differences, Comprehension, Conceptual Schemes, Conservation (Concept)
Peer reviewedMiller, Patricia H.; Bigi, Linda – Child Development, 1977
Descriptors: Age Differences, Comprehension, Elementary School Students, Intellectual Development
Peer reviewedParis, Scott G.; And Others – Child Development, 1977
Children's ability to infer consequences from sentences automatically was assessed in two cued recall experiments. Seven- and eight-year-old children and adults served as subjects. (JMB)
Descriptors: Abstract Reasoning, Adults, Age Differences, Comprehension
Peer reviewedMalgady, Robert G. – Child Development, 1977
Presents a developmental study of children's understanding and appreciation of figurative language. Results replicated previous findings that kindergarten children are capable of interpreting figurative language whereas appreciation appears to require increased cognitive sophistication. (JMB)
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Comprehension
Peer reviewedRossi, Sheila; Wittrock, M. C. – Child Development, 1971
Descriptors: Age Differences, Cluster Grouping, Developmental Psychology, Intellectual Development
Peer reviewedWebb, Roger A.; And Others – Child Development, 1974
Descriptors: Age Differences, Cognitive Development, Comprehension, Developmental Psychology
Peer reviewedTomlinson-Keasey, C.; Keasey, Charles Blake – Child Development, 1974
The hypothesized central role of cognitive development in resolving moral dilemmas was examined in sixth grade and college-age females. Results indicated that sophisticated cognitive operations are a prerequisite to advanced moral judgments. (ST)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, College Students
Peer reviewedQuay, Lorene C. – Child Development, 1974
The Stanford-Binet intelligence test was administered by 104 third- and sixth-grade, disadvantaged black children in Negro non-standard dialect and in standard English. Younger children performed better than older children. No significant differences were found between dialect and standard-English test administrations. (ST)
Descriptors: Age Differences, Black Dialects, Comprehension, Disadvantaged
Peer reviewedWellman, Henry M.; Johnson, Carl N. – Child Development, 1979
Assesses comprehension of the mental verbs "remember" and "forget" among three-, four-, five-, and seven-year-old children by having the child judge whether or not toy characters in different situations remembered or forgot. (Author/RH)
Descriptors: Age Differences, Comprehension, Concept Formation, Elementary Education
Peer reviewedNicholls, John N.; And Others – Child Development, 1986
Explores age differences (6 to 22 years of age) in conceptions about the nature of the skills required by verbal and nonverbal (abstract) intelligence tests. (HOD)
Descriptors: Age Differences, Cognitive Ability, Cognitive Development, Concept Formation
Peer reviewedHebble, Peter W. – Child Development, 1971
A rating-scale instrument was devised to clarify the relationship between children's judgments of naughtiness of a story character and the story's description of the character's intent and the consequences of his behavior. (Author)
Descriptors: Age Differences, Analysis of Covariance, Attitude Measures, Characterization
Peer reviewedHagen, John W.; And Others – Child Development, 1990
Cognitive ability of nondiabetic children and early and late onset diabetic children was compared. Diabetic children scored in the normal range in intelligence and academic performance, but showed evidence of school difficulties and memory deficiencies. Children's perceived self-competence and parents' reports of children's functioning and…
Descriptors: Academic Achievement, Adolescents, Age Differences, Competence
