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Direct linkLeman, Patrick J.; Skipper, Yvonne; Watling, Dawn; Rutland, Adam – Child Development, 2016
Three hundred and forty-one children (M[subscript age] = 9,0 years) engaged in a series of science tasks in collaborative, same-sex pairs or did not interact. All children who collaborated on the science tasks advanced in basic-level understanding of the relevant task (motion down an incline). However, only boys advanced in their conceptual…
Descriptors: Child Development, Gender Differences, Science Activities, Task Analysis
Chen, Yu-ping; Keen, Rachel; Rosander, Kerstin; Von Hofsten, Claes – Child Development, 2010
Kinematic measures of children's reaching were found to reflect stable differences in skill level for planning for future actions. Thirty-five toddlers (18-21 months) were engaged in building block towers (precise task) and in placing blocks into an open container (imprecise task). Sixteen children were retested on the same tasks a year later.…
Descriptors: Physics, Toddlers, Task Analysis, Time Factors (Learning)
Lobo, Michele A.; Galloway, James C.; Savelsbergh, Geert J. P. – Child Development, 2004
The effects of 2 weeks of no, general, and task-related enhanced movement experiences on 8- to 12-week-old infants' (N=30) hand and foot interactions with objects were assessed using standard video and motion analysis. For hand object interaction ability, general and task experience led to greater success than did no experience, and task…
Descriptors: Interaction, Infants, Child Development, Task Analysis
