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Rinne, Luke F.; Ye, Ai; Jordan, Nancy C. – Developmental Psychology, 2017
The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item…
Descriptors: Elementary School Mathematics, Elementary School Students, Intermediate Grades, Fractions
Hertzog, Christopher; Sinclair, Starlette M.; Dunlosky, John – Developmental Psychology, 2010
Researchers of metacognitive development in adulthood have exclusively used extreme-age-groups designs. We used a full cross-sectional sample (N = 285, age range: 18-80) to evaluate how associative relatedness and encoding strategies influence judgments of learning (JOLs) in adulthood. Participants studied related and unrelated word pairs and made…
Descriptors: Cues, Age Differences, Adult Development, Metacognition
Coffman, Jennifer L.; Ornstein, Peter A.; McCall, Laura E.; Curran, Patrick J. – Developmental Psychology, 2008
This longitudinal study was designed to (a) examine changes in children's deliberate memory across the 1st grade; (b) characterize the memory-relevant aspects of their classrooms; and (c) explore linkages between the children's performance and the language their teachers use in instruction. To explore contextual factors that may facilitate the…
Descriptors: Memory, Grade 1, Mnemonics, Teaching Methods
Chen, Zhe – Developmental Psychology, 2007
A series of microgenetic experiments was conducted to examine the role of experience on 2.5- to 5-year-old children's discovery of spatial mapping strategies. With experience, 3- to 4-year-olds discovered a strategy for mapping corresponding locations that shared both featural and spatial similarities. When featural and spatial correspondences…
Descriptors: Learning Strategies, Preschool Children, Spatial Ability, Map Skills

Carr, Martha; And Others – Developmental Psychology, 1989
Explored differential effects of home strategy training on 184 German and 161 American second-graders. German children were more strategic than American children. Differences were paralleled by strategy instruction in the home. Children's metacognition was significantly correlated with parents' strategy instruction. (RJC)
Descriptors: Cross Cultural Studies, Elementary Education, Elementary School Students, Family Environment

Thomas, Hoben; Lohaus, Arnold; Kessler, Thomas – Developmental Psychology, 1999
Three samples of 8- to 16-year olds were assessed three times at yearly intervals on eight water-level items. Within-child change over age was viewed as stochastic process of the child changing or remaining in one of three latent strategy states. Although there was improvement in task performance over age, the general finding was that strategy…
Descriptors: Adolescents, Age Differences, Children, Cognitive Development

Dixon, James A.; Bangert, Ashley S. – Developmental Psychology, 2002
This study investigated whether the process of representational change undergoes developmental change or different processes occupy different niches in the course of knowledge acquisition. Subjects--college, third-, and sixth-grade students--solved gear system problems over two sessions. Findings indicated that for all grades, discovery of the…
Descriptors: Age Differences, Children, Cognitive Development, Comparative Analysis