Descriptor
| Behavioral Science Research | 5 |
| Task Performance | 5 |
| Data Analysis | 2 |
| Discrimination Learning | 2 |
| Hypothesis Testing | 2 |
| Motivation | 2 |
| Prediction | 2 |
| Research Methodology | 2 |
| Achievement | 1 |
| Anxiety | 1 |
| Classroom Communication | 1 |
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Source
| Child Development | 5 |
Author
| Berman, Phyllis W. | 1 |
| Blechman, Elaine A. | 1 |
| Carmean, C. Jean | 1 |
| Carmean, Stephen L. | 1 |
| Heider, Eleanor Rosch | 1 |
| Nakamura, Charles Y. | 1 |
| Smothergill, Nancy L. | 1 |
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Peer reviewedBerman, Phyllis W. – Child Development, 1971
Descriptors: Behavioral Science Research, Data Analysis, Discrimination Learning, Motivation
Peer reviewedCarmean, Stephen L.; Carmean, C. Jean – Child Development, 1971
Results of 5 experiments supported the hypothesis that many nonlearners in a multipair visual discrimination learning task were following position rather than object strategies and that it was possible to predict individual subjects' strategies from previous performances. (Authors)
Descriptors: Behavioral Science Research, Discrimination Learning, Experiments, Hypothesis Testing
Peer reviewedHeider, Eleanor Rosch – Child Development, 1971
Eighty middle-class and 80 lower-class boys were tested on a visual and a verbal task under 3 conditions designed to modify an impulsive tempo." (Author)
Descriptors: Behavioral Science Research, Conceptual Tempo, Information Processing, Motivation
Peer reviewedBlechman, Elaine A.; Nakamura, Charles Y. – Child Development, 1971
When high anxious mothers administered tasks to their children, they facilitated the task performance of their daughters but were strongly detrimental to that of their sons. Low anxious mothers chose more difficult tasks for sons than for daughters, and they facilitated the task performance of sons more than that of daughters. (Authors/RY)
Descriptors: Achievement, Anxiety, Behavioral Science Research, Data Analysis
Peer reviewedSmothergill, Nancy L.; And Others – Child Development, 1971
This study was designed to assess the influence of an elaborative versus nonelaborative teaching style on children's nursery school behavior. (Authors)
Descriptors: Behavioral Science Research, Classroom Communication, Preschool Children, Preschool Education
