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Teaching through Collaboration: Flexibility and Diversity in Caregiver-Child Interaction across Cultures
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Clegg, Jennifer M.; Wen, Nicole J.; DeBaylo, Paige H.; Alcott, Adam; Keltner, Elena C.; Legare, Cristine H. – Child Development, 2021
Teaching supports the high-fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3- to 8-year-old child pairs) during a collaborative problem-solving task. Caregivers used diverse verbal and nonverbal teaching practices…
Descriptors: Child Caregivers, Early Childhood Teachers, Teacher Student Relationship, Interaction
Cognitive Tempo and Complex Problem Solving.
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Lawry, Janice A.; And Others – Child Development, 1983
Both between- and within-group differences in children ages nine to eleven identified as having reflective or impulsive cognitive tempos. Cognitive tempo was first assessed using Kagan's Matching Familiar Figures test, and children were later tested on the Raven's Standard Progressive Matrices. (Author/RH)
Descriptors: Conceptual Tempo, Difficulty Level, Individual Differences, Problem Solving
The Effects of Skill and Chance Instructional Sets, Schedule of Reinforcement, and Sex on Children's Temporal Persistence
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Altshuler, Richard; Kassinove, Howard – Child Development, 1975
Descriptors: Difficulty Level, Elementary School Students, Instruction, Persistence
Children's Memory for Oblique Orientation: A Matter of Degree?
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Fisher, Celia B.; Heincke, Susanne – Child Development, 1982
Experiment I establishes that the ability to remember the slope of a line develops between three and four years of age. In Experiment II, 15 children with a mean age of four years and six months who had discriminated both slope and left-right problems under successive presentation were tested on these same discriminations under simultaneous…
Descriptors: Age Differences, Difficulty Level, Memory, Oblique Rotation
Class-Inclusion Reasoning: Patterns of Performance from Three to Eight Years.
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McCabe, Ann E.; And Others – Child Development, 1982
The performance of children ages three through eight years on a series of class-inclusion problems was examined in two studies. Three patterns of performance were observed: three- and four-year-olds responded in an approximately haphazard pattern, five- and six-year-olds tended to be consistently wrong, and seven- and eight-year-olds showed a…
Descriptors: Age Differences, Cognitive Processes, Difficulty Level, Foreign Countries
The Development of Higher-Order Reasoning in Adolescence.
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Sternberg, Robert J.; Downing, Cathryn J. – Child Development, 1982
Investigates the hypothesis that strategy development might occur within or beyond the period of formal operations, but that this development might be discernible only beyond the second order of analogical relations. Adolescent strategy development in the solution of third-order analogies resembled in pattern the preadolescent development found in…
Descriptors: Adolescents, Analogy, College Students, Difficulty Level
The Role of Stimulus Alignment in Children's Memory for Line Orientation.
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Fisher, Celia B. – Child Development, 1982
In the first experiment, 16 kindergarten children were tested on vertical/horizontal and oblique discriminations in symmetrical and asymmetrical alignments. When stimuli were asymmetrically aligned, the former discrimination was learned as rapidly as the latter. The second experiment demonstrated that the influence of configurational cues in…
Descriptors: Cognitive Processes, Difficulty Level, Early Childhood Education, Kindergarten Children