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Trabasso, Tom – Journal of Experimental Child Psychology, 1978
A reply to a rejoinder in which Pascual-Leone defended his quantitative model of children's information processing capacity. Trabasso focuses on empirical evidence in presenting his reply to this rejoinder. (BD)
Descriptors: Cognitive Development, Cognitive Measurement, Elementary School Students, Evaluation Criteria
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Apperly, I. A.; Robinson, E. J. – Journal of Experimental Child Psychology, 2001
Longitudinal study examined 6-year-olds' performance in tasks involving a protagonist with partial information about an object or a person. Found that children who demonstrated some understanding of the consequences of limited information access often made other errors. Despite intervening additions of contextual support and clarifications, the…
Descriptors: Children, Cognitive Development, Context Effect, Error Patterns
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Needham, Amy – Journal of Experimental Child Psychology, 2001
Discusses responses to Needham's research on infants' use of featural, physical and experiential information to segregate displays. Considers characterization of different kinds of information infants use when segregating objects. Discusses relations between processes underlying object segregation. Considers the roles of visual versus linguistic…
Descriptors: Association (Psychology), Associative Learning, Attention, Cognitive Development
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Seitz, Katja – Journal of Experimental Child Psychology, 2002
Two experiments investigated short-term visual person recognition in 8- and 10-year-olds and adults within Tanaka and Farah's part-whole paradigm. Results revealed that person recognition became more accurate between 8 years and adulthood but there was no developmental shift in visual information processes with face and whole person recognition.…
Descriptors: Adults, Age Differences, Children, Cognitive Development
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Trabasso, Tom; Foellinger, David B. – Journal of Experimental Child Psychology, 1978
Presents an analysis of Pascual-Leone's quantitative model for the measurement of the cognitive capacity of children. Presents an experiment in which 8-year-old children are asked to reproduce single actions and combinations of actions modeled by an experimenter. (BD)
Descriptors: Cognitive Development, Cognitive Measurement, Developmental Stages, Elementary School Students
Peer reviewed Peer reviewed
Pascual-Leone, Juan – Journal of Experimental Child Psychology, 1978
A reply to a critique of Pascual-Leone's model of children's information processing capacity. (BD)
Descriptors: Cognitive Development, Cognitive Measurement, Developmental Stages, Elementary School Students
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Riley, Christine A. – Journal of Experimental Child Psychology, 1976
The question of how children represent and use comparative or partially ordered information is examined. Two experiments tested a conjecture that a common representation, a linear order, underlies the processing of all comparatives. (Author/MS)
Descriptors: Cognitive Development, Cognitive Processes, Discrimination Learning, Elementary Education
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Barclay, Craig R.; Newell, Karl M. – Journal of Experimental Child Psychology, 1980
Results confirmed that children differentially use knowledge of results and suggested that any description of motor skill acquisition must account for the complex interaction between developmental level and the difficulty of the task at hand. (Author/DB)
Descriptors: Adolescents, Adults, Age Differences, Children
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Hayes, Brett K.; Hennessy, Ruth – Journal of Experimental Child Psychology, 1996
Examines the degree to which implicit memory performance is dependent upon the storage of specific perceptual information in a sample of 4-, 5-, and 10-year-old children. Suggested that the processes that subserve pictorial repetition priming and recognition memory develop at different rates, and that such priming is dependent upon access to…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Cues
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Barlow, Claire M.; Jolley, Richard P.; White, David G.; Galbraith, David – Journal of Experimental Child Psychology, 2003
Four studies tested claims that young children are inhibited in attempts to change drawings because of constraints by order in which representational elements are drawn. Found that procedural rigidity levels did not predict preschoolers' performance when asked to change their representation and that preschoolers could change rigid sub-procedures…
Descriptors: Age Differences, Children, Childrens Art, Cognitive Development