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| Child Development | 9 |
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| Aitken, P. P. | 1 |
| Bradshaw, J. L. | 1 |
| Bryden, M. P. | 1 |
| Drummond, Thomas B. | 1 |
| Farkas, Mitchell S. | 1 |
| Goodnow, Jacqueline J. | 1 |
| Hutt, Corinne | 1 |
| London, Perry | 1 |
| McKenzie, B. E. | 1 |
| Mwanalushi, Muyunda | 1 |
| Robinson, James P. | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedMwanalushi, Muyunda – Child Development, 1974
Thirty elementary school students were assigned to one of three experimental conditions, (labeling, imagery, or control) in a pattern reproduction task. (ST)
Descriptors: Elementary School Students, Information Processing, Pattern Recognition, Perceptual Development
Peer reviewedRobinson, James P.; London, Perry – Child Development, 1971
Clarifies some of the conditions under which verbal processes facilitate or inhibit learning of visual stimuli. (Author/AJ)
Descriptors: Codification, Elementary School Students, Learning Activities, Memory
Peer reviewedFarkas, Mitchell S.; Smothergill, Daniel W. – Child Development, 1979
Two experiments investigated the process by which children encode briefly presented spatial positions. First, third, and fifth graders were asked to judge whether a test dot occupied the same position on a card as any one of a number of dots which had been presented tachistoscopically. (JMB)
Descriptors: Age Differences, Cognitive Processes, Elementary Education, Elementary School Students
Peer reviewedAitken, P. P.; Hutt, Corinne – Child Development, 1974
Children, ages 3 to 10 were asked to rank random polygons, which differed in complexity according to interestingness and pleasingness. Complexity preferences varied with age. (ST)
Descriptors: Age Differences, Elementary School Students, Interest Research, Pattern Recognition
Peer reviewedRychlak, Joseph F. – Child Development, 1975
Describes a group method for determining the influence of reinforcement on a child's recognition learning. Subjects were found to recognize designs and abstract paintings which they had idiographically prejudged as positive in reinforcement value more readily than those which they had prejudged as megative. (ED)
Descriptors: Affective Measures, Developmental Psychology, Elementary School Students, Group Testing
Peer reviewedBradshaw, J. L.; McKenzie, B. E. – Child Development, 1971
Outline faces were presented for rating along six dichotomous attributes with features varying systematically. Differences were found to be largely attentional, with certain features invariably being differentially employed and associated with certain attributes across all samples. (WY)
Descriptors: College Students, Elementary School Students, Kindergarten Children, Pattern Recognition
Peer reviewedDrummond, Thomas B.; And Others – Child Development, 1973
In a schematic concept formation task, second and fifth graders were required to sort 60 computer-generated, 8-sided polygons into two classes. The results indicated that age differences in schematic concept formation are due more to the efficiency of information use than to differences in strategy or the selection of information to be used. (ST)
Descriptors: Age Differences, Classification, Cognitive Development, Concept Formation
Peer reviewedBryden, M. P. – Child Development, 1972
Matched groups of good and poor readers were administered a task that involved making same-different judgments for various combinations of auditory sequential, visual sequential, and visual spatial patterns. (Author)
Descriptors: Auditory Tests, Elementary School Students, Pattern Recognition, Performance Factors
Peer reviewedGoodnow, Jacqueline J. – Child Development, 1971
An investigation to account for age changes in the accuracy with which children match auditory to visual series. (Author)
Descriptors: Age Differences, Auditory Discrimination, Child Development, Elementary School Students
