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Concomitant Effects of Visual, Motor, and Verbal Experiences in Young Children's Concept Development
Peer reviewed Peer reviewed
Nelson, Gordon K. – Journal of Educational Psychology, 1976
Experimental conditions consisting of visual experience, visual plus motor training, visual plus verbal-orienting instruction, visual plus motor plus verbal, and a control group were used to study young children's concept development. Assessment was based on discriminating and remembering positive concept instances and classifying concept…
Descriptors: Concept Formation, Factor Analysis, Perceptual Motor Learning, Preschool Children
Visual and Haptic Training and Cross-Modal Transfer of Reflectivity.
Peer reviewed Peer reviewed
Butter, Eliot J. – Journal of Educational Psychology, 1979
Children were individually administered the Matching Familiar Figures (MFF) Test and the Haptic Matching Task. Impulsives received either reflective scanning strategy training or control procedures and were retested. Visual training decreased errors only on the MFF and increased latency on both tasks. Haptic training decreased errors and increased…
Descriptors: Cognitive Style, Conceptual Tempo, Elementary Education, Learning Modalities
Perceptual Discrimination as a Predictor of Achievement in Reading and Arithmetic.
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Wilson, Rose; And Others – Journal of Educational Psychology, 1979
Prekindergarten children were given a perceptual discrimination task using letterlike forms and their transformations. The magnitude of the relation to subsequent achievement in reading varied according to the difficulty of a transformation. More easily discriminated transformations were associated with higher correlations. Patterns were similar…
Descriptors: Academic Achievement, Arithmetic, Cognitive Processes, Early Childhood Education