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Denham, Susanne A.; Warren-Khot, Heather K.; Bassett, Hideko Hamada; Wyatt, Todd; Perna, Alyssa – Journal of Experimental Child Psychology, 2012
The importance of early self-regulatory skill has seen increased focus in the applied research literature given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control was tested against alternative models and retained…
Descriptors: School Readiness, Models, Disadvantaged Youth, Factor Structure
Koriat, Asher; Ackerman, Rakefet; Lockl, Kathrin; Schneider, Wolfgang – Journal of Experimental Child Psychology, 2009
Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial "decreased" with the amount of time…
Descriptors: Feedback (Response), Cues, Heuristics, Metacognition

Greenberg, Stu – Journal of Experimental Child Psychology, 1979
Two experiments were conducted to examine children's generality of imitative learning by measuring its transfer to other nonimitative performance conditions. Subjects in the first experiment were 14 children (mean age 8.5 years) from the Los Angeles County-University of Southern California Medical Center's Children's Psychiatric Out-Patient…
Descriptors: Age Differences, Children, Imitation, Learning Processes

Adams, John W.; Hitch, Graham J. – Journal of Experimental Child Psychology, 1997
Two experiments investigated extent to which English- and German-speaking childrens' mental arithmetic was constrained by working memory. Found higher mental addition spans when numbers were visible throughout calculation than when not. Variation in addition span with age and arithmetical operation difficulty approximated to a linear function of…
Descriptors: Addition, Age Differences, Arithmetic, Children

Thomas, Jerry R.; Yan, Jin H.; Stelmach, George E. – Journal of Experimental Child Psychology, 2000
Documented the changes in movement substructures and movement time as a function of practice on a rapid aiming task using the arm and hand among 6-, 9-, and 24-year-olds. Findings suggested that, with practice, the primary submovement is lengthened so that it ends nearer the target, especially in children. (Author/KB)
Descriptors: Adults, Age Differences, Children, Learning Processes

Balling, John D.; Myers, Nancy A. – Journal of Experimental Child Psychology, 1971
Assessed the influence of mnemonic and attentional aids on children's double-alternation learning, in a prediction situation in which subject had to learn to produce two consecutive responses of the alternate types. (Author/AJ)
Descriptors: Age Differences, Attention, Kindergarten Children, Learning Processes

Cornell, Edward H.; Heth, C. Donald – Journal of Experimental Child Psychology, 1980
Descriptors: Age Differences, Discrimination Learning, Infants, Learning Processes

Greer, G. Brian – Journal of Experimental Child Psychology, 1979
Two experiments, consisting of eight set operation tasks, were conducted to examine rule-learning in children. Subjects were 179 boys ranging in age from 7.9 to 15.4 years. (MP)
Descriptors: Age Differences, Cognitive Processes, Foreign Countries, Learning Processes

Meulemans, Thierry; Van der Linden, Martial; Perruchet, Pierre – Journal of Experimental Child Psychology, 1998
Examined implicit learning ability in 6- and 10-year olds and adults as assessed by a serial reaction-time task, along with retention of knowledge after one week and explicit knowledge developed by children. Found no age-related difference in serial reaction-time performance, consistent with the idea that implicit learning abilities may be…
Descriptors: Adults, Age Differences, Children, Learning Processes

Kulig, John W.; Tighe, Thomas J. – Journal of Experimental Child Psychology, 1981
Three experiments demonstrated (1) habituation and long-term retention of habituation to a tone stimulus in third-grade children, (2) specificity of habituation to an auditory stimulus in first- but not fifth-grade children, and (3) specificity of habituation in fifth-grade children in response suppression when a cross-modality stimulus change was…
Descriptors: Age Differences, Auditory Perception, Auditory Stimuli, Children

Morgulas, Susan; Zimmerman, Barry J. – Journal of Experimental Child Psychology, 1979
Tests the hypothesis that there is a relationship between children's comprehension of a syntactic form and the effectiveness of modeling in promoting imitation of that form. Subjects were 71 four- and five-year-old children. (Author/MP)
Descriptors: Age Differences, Comprehension, Imitation, Learning Processes

Somerville, Susan C.; Wellman, Henry M. – Journal of Experimental Child Psychology, 1979
A complex task designed to elicit a variety of memorization strategies was presented to 236 children aged 10 to 14. (MP)
Descriptors: Age Differences, Cognitive Processes, Elementary School Students, Learning Processes

McKaughan, Larry – Journal of Experimental Child Psychology, 1974
Presents a study which investigated the sources of control over behavior: internal or environmental. Results are discussed in terms of the Theory of Propositional Control. (DP)
Descriptors: Age Differences, Behavior Development, Elementary School Students, Learning Processes

McFarland, Carl E., Jr.; Rhodes, Deborah D. – Journal of Experimental Child Psychology, 1978
Skilled and unskilled readers from grades 3, 5, and 7 performed one of three memory tasks on a randomized list of primary word associates. Examined reading skill differences in relation to memory skills. (BD)
Descriptors: Age Differences, Comparative Analysis, Elementary School Students, Learning Processes

Reitsma, Pieter – Journal of Experimental Child Psychology, 1978
Examines the processing of physical and nominal features of letters by children from grades 1, 2, and 6. Examines processing strategies in relation to reading ability. (BD)
Descriptors: Age Differences, Elementary School Students, Information Processing, Learning