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Peer reviewedBisanz, Jeffrey; And Others – Developmental Psychology, 1978
A recognition memory experiment with 8-, 11- and 20-year-olds investigated the hypothesis that, with age, semantic encoding becomes increasingly important relative to acoustic encoding. (CM)
Descriptors: Adults, Age Differences, Children, Comprehension
Peer reviewedGunderson, Virginia M.; And Others – Developmental Psychology, 1987
Study looks at pigtailed macaque in the context of visual recognition problems adapted from a standardized test developed for use with human infants. Results demonstrate that the low-risk group easily differentiated novel from previously seen targets; the high-risk group gave no evidence of recognition. (Author/RWB)
Descriptors: Animal Behavior, Failure to Thrive, Infant Behavior, Infants
Peer reviewedCeci, Stephen J. – Developmental Psychology, 1991
Reviews the literature on the relationship between schooling, IQ, and the cognitive processes presumed to underpin IQ. The data suggest the importance of quantity of schooling for IQ. Schooling fosters the development of cognitive processes that underpin performance on IQ tests. This development is unrelated to the quality of schools. (BC)
Descriptors: Achievement Tests, Adolescents, Attendance, Children
