NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Stephanie E.; Marcovitch, Stuart – Journal of Experimental Child Psychology, 2011
Although labeling improves executive function (EF) performance in children older than 3 years, the results from studies with younger children have been equivocal. In the current study, we assessed performance in a computerized multistep multilocation search task with older 2-year-olds. The correct search location was either (a) not marked by a…
Descriptors: Cognitive Development, Children, Task Analysis, Error Patterns
Peer reviewed Peer reviewed
Direct linkDirect link
Moret-Tatay, Carmen; Perea, Manuel – Journal of Experimental Child Psychology, 2011
The lexical decision task is probably the most common laboratory visual word identification task together with the naming task. In the usual setup, participants need to press the "yes" button when the stimulus is a word and the "no" button when the stimulus is not a word. A number of studies have employed this task with developing readers;…
Descriptors: Word Recognition, Emergent Literacy, Visual Stimuli, Error Patterns
Peer reviewed Peer reviewed
Direct linkDirect link
Ford, Ruth M.; Lobao, Sheila N.; Macaulay, Catrin; Herdman, Lynsey M. – Journal of Experimental Child Psychology, 2011
Evidence that young children often claim ownership of their partner's contributions to an earlier collaborative activity, the "appropriation bias", has been attributed to shared intentionality ("Cognitive Development" (1998) 13, 91-108). The current investigation explored this notion by examining individual differences in the bias among 4- and…
Descriptors: Theory of Mind, Individual Differences, Recognition (Psychology), Empathy
Peer reviewed Peer reviewed
Messbauer, Vera C. S.; de Jong, Peter F. – Journal of Experimental Child Psychology, 2003
Investigated verbal and nonverbal paired associate learning among 8- to 11-year-old Dutch dyslexic children and chronological-age and reading-age controls. Found that dyslexic children had difficulty with verbal learning of words and nonwords. Phonological and general learning errors were distributed similarly for the reading groups. Found no…
Descriptors: Children, Comparative Analysis, Dyslexia, Error Patterns
Peer reviewed Peer reviewed
Beiswenger, Hugo – Journal of Experimental Child Psychology, 1971
Descriptors: Age Differences, Behavior Change, Difficulty Level, Error Patterns
Peer reviewed Peer reviewed
Mitchell, P.; Robinson, E. J. – Journal of Experimental Child Psychology, 1990
Findings of four investigations involving five through seven year olds suggest that, even though children can make relatively accurate judgments of their knowledge states, they tend to overestimate their competence when assessing their knowledge in relation to performance on a task. (RH)
Descriptors: Elementary Education, Elementary School Students, Error Patterns, Familiarity
Peer reviewed Peer reviewed
Fletcher, Claire M.; Prior, Margot R. – Journal of Experimental Child Psychology, 1990
In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)
Descriptors: Cognitive Ability, Cognitive Processes, Comparative Analysis, Error Patterns
Peer reviewed Peer reviewed
Ireson, Judith; McGurk, Harry – Journal of Experimental Child Psychology, 1985
Malawian children and young adults displayed sensitivity to static information for depth when stimulus objects subtended equal visual angles. When the more distant object was larger but subtended a smaller visual angle than the nearer, subjects tended to base judgments on retinal size. Motion paralax information increased accuracy of judgments of…
Descriptors: College Students, Cues, Depth Perception, Elementary School Students