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Quinn, Paul C.; Johnson, Mark H. – Journal of Experimental Child Psychology, 1997
Reports on connectionist models that simulated the formation of global-level and basic-level representations in young infants; revealed a global-to-basic order of category emergence; uncovered formation of two global-level representations--initial "self-organizing" perceptual level and subsequent "trained," non-perceptual…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Structures, Infants

McPherson, Sue L.; Thomas, Jerry R. – Journal of Experimental Child Psychology, 1989
Examined 10- to 13-year-old boys' development of knowledge structure and sport performance in tennis by comparing skills and knowledge of experts and novices. Experts focused on higher concepts and exhibited greater decision-making ability because of their more highly developed knowledge structure. (SAK)
Descriptors: Adolescents, Cognitive Development, Cognitive Structures, Motor Development

Graham, Susan A.; Williams, Lisa D.; Huber, Joelene F. – Journal of Experimental Child Psychology, 1999
Three experiments investigated the developmental progression of reliance on object function versus object shape to extend novel words among 3- and 5-year olds and adults. Findings indicated that children focused on shape, whereas adults focused on function when extending novel words, suggesting a developmental change in the consideration of these…
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Cognitive Structures

Muller, Ulrich; Sokol, Bryan; Overton, Willis F. – Journal of Experimental Child Psychology, 1999
Investigated the emergence of class and propositional reasoning skills as a function of the developing ability to coordinate increasingly complex negation and affirmation operations with children from grades 1, 3, 5, and 7. Found that children's reasoning follows a logical development sequence and that different groups of items account for…
Descriptors: Child Development, Children, Cognitive Development, Cognitive Measurement

Markovits, Henry; And Others – Journal of Experimental Child Psychology, 1995
Studied children's transitive inference where representation of premises provided contradictory information depending on position of two elements in a A, B, C series. Eight-year olds did significantly better on the more complex problems than did six-year olds, suggesting the presence of a developmental sequence of algorithms that enable children…
Descriptors: Algorithms, Cognitive Ability, Cognitive Development, Cognitive Processes

Presson, Clark C. – Journal of Experimental Child Psychology, 1987
First and fifth graders participated in this assessment of ways in which differential experience with objects in a spatial array might establish relative landmarks within the array. Results suggest that different levels of experience can establish elements as relative landmarks in spatial memory. (Author/RWB)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Structures, Comparative Analysis

Waters, Harriet Salatas; Hou, Fung-Ting – Journal of Experimental Child Psychology, 1987
Two experiments look at factors influencing the ways children construct an abstract representation of story structure that contains the characteristics described by story grammars. (RWB)
Descriptors: Age Differences, Cognitive Development, Cognitive Structures, College Students

Vion, Monique; Colas, Annie – Journal of Experimental Child Psychology, 1999
French-speaking children and adults heard silent comic-strip stories that differed by frame display mode, explicitness of the links between depicted events, and whether the topic changed on the last frame. Subjects' use of referents for the last frame indicated that manipulation of context was a good means of assessing speakers' acquisition of…
Descriptors: Children, Cognitive Development, Cognitive Processes, Cognitive Structures

Wolf, Yuval – Journal of Experimental Child Psychology, 1995
Five- to six-year-old children estimated the size of Euclidian objects using an addition rule of Height plus Width, rather than a multiplying rule. Within the framework of information integration theory, tested whether intensive handling of objects would facilitate shift from addition rule to multiplication rule. Found that following handling,…
Descriptors: Addition, Cognitive Ability, Cognitive Development, Cognitive Processes