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Recker, Kara M.; Plumert, Jodie M.; Hund, Alycia M.; Reimer, Rachel – Journal of Experimental Child Psychology, 2007
This investigation tracked changes in categorical bias (i.e., placing objects belonging to the same spatial group closer together than they really are) while 7-, 9-, and 11-year-olds and adults were learning a set of locations. Participants learned the locations of 20 objects marked by dots on the floor of an open square box divided into…
Descriptors: Learning Processes, Spatial Ability, Memory, Children
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Bauer, Richard H. – Journal of Experimental Child Psychology, 1979
Descriptors: Children, Classification, Comparative Analysis, Learning Disabilities
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Denney, Nancy Wadsworth; Acito, Marlene A. – Journal of Experimental Child Psychology, 1974
Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)
Descriptors: Classification, Cognitive Development, Concept Formation, Learning Processes
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Heyman, Gail D.; Gelman, Susan A. – Journal of Experimental Child Psychology, 2000
Four studies examined the tendency of preschoolers to use verbal labels versus appearance information in making novel inductive inferences. Results revealed that preschoolers tended to use trait labels of "shy" or "outgoing" rather than superficial resemblance in making psychological inferences. These results could not be attributed to biases on…
Descriptors: Classification, Cognitive Development, Induction, Inferences
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Grote, Irene; And Others – Journal of Experimental Child Psychology, 1997
When taught to link sorting to self-instruction ("I'm looking for blue triangles") children show perfect accuracy in sorting. This study investigated if this performance would generalize to new stimuli. One participant showed near-perfect generalization to all new stimulus sets (shapes, letters, pictures); two had difficulty with…
Descriptors: Classification, Cognitive Development, Cognitive Processes, Generalization
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Callanan, Maureen A.; And Others – Journal of Experimental Child Psychology, 1994
Contrary to the basic-level restraint hypothesis, which suggests that young children learn basic-level words more easily than specific-level words, these five studies show that although other constraints on word meaning may be in place, children are flexible in interpreting new words at different hierarchical levels. (MDM)
Descriptors: Adults, Associative Learning, Childhood Attitudes, Classification
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Sodian, Beate; And Others – Journal of Experimental Child Psychology, 1986
Tested 32 4-year-olds and 32 6-year-olds for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed them for their metamemory of the efficacy of conceptual and perceptual sorting strategies. Younger children recalled more items under sort-and-remember, whereas no recall differences were found for the…
Descriptors: Age Differences, Classification, Cognitive Development, Concept Formation