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Developing Conceptions of Fair Contest Procedures and the Understanding of Skill and Luck.
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Thorkildsen, Theresa A.; White-McNulty, Lisa – Journal of Educational Psychology, 2002
Contrary to assumptions about aversive effects of competition on achievement motivation, in this study young people saw academic contests as fair. When participants completed structural interviews on fair ways to organize science contests and on differentiation of skill and luck, age-related trends in their conceptions of procedural justice were…
Descriptors: Achievement Need, Age Differences, Attitude Measures, Cognitive Development
Individual and Class Level Effects of Parent-Assisted Instruction in Classroom Memory Support Strategies.
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Corno, Lyn – Journal of Educational Psychology, 1980
A treatment designed to familiarize third graders with memory support strategies was delivered by parents. Results showed a complex pattern of effects, with treated students and classes significantly outperforming controls. Stable class-level Aptitude X Treatment interactions were also found. (Author/GDC)
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Grade 3, Memory
Development of Cognitive Component Processing Skills That Support Skilled Reading.
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Sinatra, Gale M.; Royer, James M. – Journal of Educational Psychology, 1993
Differences in component processing skills of students of different ages and developmental changes over 1 year were studied for 96 students in grades 2 through 4 and 59 of them in a follow-up. Results trace the development of component processing skills and suggest a theory of the development of component skills. (SLD)
Descriptors: Age Differences, Child Development, Cognitive Development, Cognitive Processes
Students' Flexibility in Solving Two-Digit Addition and Subtraction Problems: Instruction Effects.
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Blote, Anke W.; Van der Burg, Eeke; Klein, Anton S. – Journal of Educational Psychology, 2001
Examined effects of conceptually based instruction on development of students' procedural flexibility. Students in primary schools in the Netherlands participated in one of two instruction programs: the Realistic Program Design (RPD) or the Gradual Program Design (GPD). In both programs, conceptual understanding preceded procedural skill. However,…
Descriptors: Aptitude Treatment Interaction, Cognitive Development, Elementary Education, Foreign Countries