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Peer reviewedBrodzinsky, David M. – Developmental Psychology, 1975
Boys, ages 6, 8, and 10, were classified with regard to conceptual tempo and were presented with cartoon stimuli varying in cognitive complexity and level of affectivity. The results indicate that reflective subjects generally displayed the highest comprehension scores while impulsive subjects displayed the greatest spontaneous mirth. (JMB)
Descriptors: Cartoons, Cognitive Development, Comprehension, Conceptual Tempo
Peer reviewedBotvin, Gilbert J.; Sutton-Smith, Brian – Developmental Psychology, 1977
Two studies analyzed the complexity of structural organization in stories told spontaneously by 220 children ranging from 3 to 12 years of age. Results indicated that structural complexity increases with chronological age. (Author/JMB)
Descriptors: Age Differences, Difficulty Level, Early Childhood Education, Elementary Education
Peer reviewedAcredolo, Curt; Horobin, Karen – Developmental Psychology, 1977
First-, third-, fifth-, and sixth-grade children were administered 20 relational reasoning problems in which they had to deduce the possible sizes of one item relative to two others on the basis of a visual comparison and a written clue. Dramatic differences were observed between fifth- and sixth-grade children. Corrective feedback improved…
Descriptors: Age Differences, Cognitive Development, Difficulty Level, Elementary Education
Peer reviewedNicholls, John G.; Miller, Arden T. – Developmental Psychology, 1985
Kindergarten through eighth-grade children were presented with two revisions (luck and skill) of the Matching Familiar Figures Test. Questioning about performance of hypothetical others revealed four levels of differentiation of luck and skill. These levels showed parallels with age-related changes in conceptions of difficulty, effort, and…
Descriptors: Adolescents, Age Differences, Attribution Theory, Children
Peer reviewedEnns, James T.; King, Katherine A. – Developmental Psychology, 1990
Experiment 1 suggested that age differences in line-drawing interpretation among subjects between 6 and 24 years reflected changes in short-term memory for features and changes in strategies used to integrate features over space and time. Experiment 2 suggested that older observers were more active in their attempts to interpret drawings and that…
Descriptors: Age Differences, Classification, Cognitive Processes, College Students
