Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Models | 3 |
| Accuracy | 1 |
| Acoustics | 1 |
| Age Differences | 1 |
| Children | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Concept Formation | 1 |
| Crying | 1 |
| Evidence | 1 |
| Factor Analysis | 1 |
| More ▼ | |
Source
| Child Development | 3 |
Author
| Denney, Douglas R. | 1 |
| Green, James A. | 1 |
| Gustafson, Gwen E. | 1 |
| Love, Jessica | 1 |
| McGhie, Anne C. | 1 |
| Opfer, John E. | 1 |
| Ratcliff, Roger | 1 |
| Thompson, Clarissa A. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkRatcliff, Roger; Love, Jessica; Thompson, Clarissa A.; Opfer, John E. – Child Development, 2012
Children (n = 130; M[subscript age] = 8.51-15.68 years) and college-aged adults (n = 72; M[subscript age] = 20.50 years) completed numerosity discrimination and lexical decision tasks. Children produced longer response times (RTs) than adults. R. Ratcliff's (1978) diffusion model, which divides processing into components (e.g., quality of…
Descriptors: Children, Young Adults, Older Adults, Reaction Time
Peer reviewedGreen, James A.; Gustafson, Gwen E.; McGhie, Anne C. – Child Development, 1998
Examined differences in acoustic characteristics of cries, both early and late, within a prolonged crying bout. Results indicated that late cries appeared to result from a smaller number of factors than did early cries. Results support notions that crying bouts settle into a regular cry with acoustic features matching a theoretical model of cry…
Descriptors: Acoustics, Comparative Analysis, Crying, Factor Analysis
Peer reviewedDenney, Douglas R. – Child Development, 1972
Performance demonstrated that the conceptual style and cognitive tempo of the model changed the styles and tempos of the Ss and that these effects generalized to independent tasks. (Author)
Descriptors: Cognitive Processes, Concept Formation, Grade 2, Males
