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Does Verbal Labeling Influence Age Differences in Proactive and Reactive Cognitive Control?
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Kray, Jutta; Schmitt, Hannah; Heintz, Sonja; Blaye, Agnès – Developmental Psychology, 2015
The main goal of this study was to examine whether different types of verbal labeling can influence age-related changes in the dynamic control of behavior by inducing either a proactive or reactive mode of control. Proactive control is characterized by a strong engagement in maintaining task-relevant information to be optimally prepared while…
Descriptors: Age Differences, Cognitive Processes, Verbal Communication, Children
Cognitive Control and Language across the Life Span: Does Labeling Improve Reactive Control?
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Lucenet, Joanna; Blaye, Agnès; Chevalier, Nicolas; Kray, Jutta – Developmental Psychology, 2014
How does cognitive control change with age, and what are the processes underlying these changes? This question has been extensively studied using versions of the task-switching paradigm, which allow participants to actively prepare for the upcoming task (Kray, Eber, & Karbach, 2008). Little is known, however, about age-related changes in this…
Descriptors: Cognitive Processes, Age Differences, Change, Goal Orientation
Older Adults Have Difficulty in Decoding Sarcasm
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Phillips, Louise H.; Allen, Roy; Bull, Rebecca; Hering, Alexandra; Kliegel, Matthias; Channon, Shelley – Developmental Psychology, 2015
Younger and older adults differ in performance on a range of social-cognitive skills, with older adults having difficulties in decoding nonverbal cues to emotion and intentions. Such skills are likely to be important when deciding whether someone is being sarcastic. In the current study we investigated in a life span sample whether there are…
Descriptors: Older Adults, Age Differences, Young Adults, Adults
Benefits of Training Visuospatial Working Memory in Young-Old and Old-Old
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Borella, Erika; Carretti, Barbara; Cantarella, Alessandra; Riboldi, Francesco; Zavagnin, Michela; De Beni, Rossana – Developmental Psychology, 2014
The purpose of the present study was to test the efficacy of a visuospatial working memory (WM) training in terms of its transfer effects and maintenance effects, in the young-old and old-old. Forty young-old and 40 old-old adults took part in the study. Twenty participants in each age group received training with a visuospatial WM task, whereas…
Descriptors: Visual Perception, Spatial Ability, Short Term Memory, Transfer of Training
Mental Imagery Verbal Processes: A Developmental Study
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Forisha, Barbara Duncan – Developmental Psychology, 1975
A battery of nine tests, including verbal and imaginal measures was administered to 200 first- through fifth-grade children. Results revealed that verbal processes and mental imagery developed in a curvilinear manner with parallel rates of change. (LLK)
Descriptors: Cognitive Development, Cognitive Processes, Elementary Education, Elementary School Students
The Role of Talk in Children's Peer Collaborations.
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Teasley, Stephanie D. – Developmental Psychology, 1995
Investigated the role of talk in peer collaborations using a computer-based scientific reasoning task. Analysis of children's talk showed that talk dyads produced more talk overall and more interpretive types of talks than talk-alone subjects. Results suggest the importance of peer collaborations as a social context that supports interpretive…
Descriptors: Cognitive Processes, Cooperation, Dialogs (Language), Discourse Analysis
Cognitive Decentration and Social Codes: Communicative Effectiveness in Young Children from Differing Family Contexts
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Bearison, David J.; Cassel, Thomas Z. – Developmental Psychology, 1975
Descriptors: Affective Objectives, Child Rearing, Cognitive Processes, Communication Skills
Children's Understanding of Verbal and Facial Display Rules
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Gnepp, Jackie; Hess, Debra L. R. – Developmental Psychology, 1986
First-, third-, fifth-, and tenth-grade children listened to eight stories designed to elicit prosocial or self-protective display rules. Children predicted protagonists' verbal and facial expressions to emotion-laden situations. Findings indicated knowledge of control of emotional displays increases between first and fifth grades, but then levels…
Descriptors: Affective Behavior, Age Differences, Cognitive Processes, Elementary School Students