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Serial Reaction Time Learning in Preschool- and School-Age Children.
Peer reviewed Peer reviewed
Thomas, Kathleen M.; Nelson, Charles A. – Journal of Experimental Child Psychology, 2001
Two experiments assessed visuomotor sequence learning in 4- to 10-year-olds using a serial reaction time (SRT) task with random and sequenced trials. Found that children demonstrated sequence-specific decreases in RT. Participants with explicit awareness of the sequence at the session's end showed larger sequence-specific RT decrements than…
Descriptors: Age Differences, Children, Comparative Analysis, Knowledge Level
Orthographic Learning during Reading: Examining the Role of Self-Teaching.
Peer reviewed Peer reviewed
Cunningham, Anne E.; Perry, Kathryn E.; Stanovich, Keith E.; Share, David L. – Journal of Experimental Child Psychology, 2002
Assessed the degree of orthographic learning in homophonic choice, spelling, and target naming tasks with second graders. Found that processing of target homophones was superior to that of their homophonic controls and found a substantial correlation between orthographic learning and number of target homophones correctly decoded during story…
Descriptors: Children, Decoding (Reading), Independent Study, Knowledge Level
What's in a Name: Children's Knowledge about the Letters in Their Own Names.
Peer reviewed Peer reviewed
Treiman, Rebecca; Broderick, Victor – Journal of Experimental Child Psychology, 1998
Two studies compared children's knowledge about the letters in their name with knowledge of other letters. Findings indicated that Australian first graders and U.S. kindergartners and preschoolers had superior knowledge of letter-name, but not letter-sound, for first letter of their first name. Also, U.S. preschoolers were better at printing the…
Descriptors: Cognitive Development, Comparative Analysis, Early Childhood Education, Foreign Countries