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Verbal Positional Memory in 7-Month-Olds
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Benavides-Varela, Silvia; Mehler, Jacques – Child Development, 2015
Verbal memory is a fundamental prerequisite for language learning. This study investigated 7-month-olds' (N = 62) ability to remember the identity and order of elements in a multisyllabic word. The results indicate that infants detect changes in the order of edge syllables, or the identity of the middle syllables, but fail to encode the order…
Descriptors: Memory, Infants, Child Development, Language Acquisition
Instrumental and Conventional Interpretations of Behavior Are Associated with Distinct Outcomes in Early Childhood
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Clegg, Jennifer M.; Legare, Cristine H. – Child Development, 2016
Four tasks (N = 191, 3- to 6-year-olds) examined the effect of instrumental versus conventional language cues on children's imitative fidelity of a necklace-making activity, their memory and transmission of the activity, and their perceptions of functional fixedness. Children in the conventional condition imitated with higher fidelity, transmitted…
Descriptors: Preschool Children, Cues, Task Analysis, Imitation
Contextual Integration and Utterance Interpretation: The Ability of Children and Adults to Interpret Sarcastic Utterances.
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Ackerman, Brian P. – Child Development, 1982
Examines whether young children and adults are able to interpret sarcastic utterances and whether placements of contextual information before or after the utterance differentially affect interpretation. Results obtained from first and third graders and from college students indicated that different placements of contextual information do affect…
Descriptors: Adults, Age Differences, Children, Communication Skills
Processing and Memory Factors in Children's Reading Comprehension Skill.
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Hess, Thomas M.; Radtke, Robert C. – Child Development, 1981
Analyzes the roles of verbal coding skills, processing efficiency, and memory ability in accounting for individual and developmental differences in the reading comprehension of children in grades 3 through 8. Results indicate that skill differences can arise through ability differences at two independent levels--processing speed and memory.…
Descriptors: Elementary Education, Elementary School Students, Individual Differences, Language Processing
Models of Speech Perception and Phonological Processing in Reading.
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McBride-Chang, Catherine – Child Development, 1996
Examined the associations among speech perception, phonological awareness, naming speed, verbal memory, and word reading. Multiple measures were administered to 136 3rd- and 4th-grade children. Results indicated that naming speed was particularly highly associated with speech perception, whereas phonological awareness was substantially correlated…
Descriptors: Cognitive Development, Developmental Stages, Language Acquisition, Language Processing
Developmental Differences in Visual and Auditory Processing of Complex Sentences.
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Booth, James R.; MacWhinney, Brian; Harasaki, Yasuaki – Child Development, 2000
Visual and auditory processing of complex sentences was examined among 8- through 11-year-olds. Findings suggested a U-shaped learning pattern for on-line processing of restrictive relative clauses. Off-line accuracy scores showed different patterns for good and poor comprehenders. Incorrect local attachment strategy use was related to sentence…
Descriptors: Age Differences, Auditory Stimuli, Children, Cognitive Processes