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Huang-Pollock, Cynthia L.; Maddox, W. Todd; Karalunas, Sarah L. – Journal of Experimental Child Psychology, 2011
We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also…
Descriptors: Classification, Age Differences, Individual Development, Models
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Vieillard, Sandrine; Guidetti, Michele – Journal of Experimental Child Psychology, 2009
The current study examined the abilities of children (6 and 8 years of age) and adults to freely categorize and label dynamic bodily/facial expressions designed to portray happiness, pleasure, anger, irritation, and neutrality and controlled for their level of valence, arousal, intensity, and authenticity. Multidimensional scaling and cluster…
Descriptors: Children, Classification, Labeling (of Persons), Multivariate Analysis
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Thomas, Hoben – Journal of Experimental Child Psychology, 1989
Individual differences in children's performance on a classification task are modeled by a two component binomial mixture distribution. The model accounts for data well, with variance accounted for ranging from 87 to 95 percent. (RJC)
Descriptors: Children, Classification, Cognitive Development, Individual Differences
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Younger, Barbara – Journal of Experimental Child Psychology, 1990
The addition of idiosyncratic features to individual members of an artificially constructed category enhanced specific item memory among 13 month olds, but not among 10 month olds. Discussion of findings focuses on their theoretical implications and the nature of the age difference. (RH)
Descriptors: Age Differences, Classification, Cognitive Processes, Infant Behavior
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Coyle, Thomas R. – Journal of Experimental Child Psychology, 2001
Examined whether a sample of variability measures could be reduced to a smaller number of factors with 8 independent samples of second through fourth graders and adults. Found that a 2-factor model of strategy diversity and strategy change was supported for all samples. Strategy diversity positively related to children's recall; strategy change…
Descriptors: Adults, Age Differences, Children, Classification
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Gutheil, Grant; Gelman, Susan A. – Journal of Experimental Child Psychology, 1997
Three studies examined the ability of 8- and 9-year-olds and young adults to use sample monotonicity and diversity information according to the similarity-coverage model of category-based induction. Found that children's difficulty with this information was independent of category level, and may be based on preferences for other strategies…
Descriptors: Age Differences, Children, Classification, Cognitive Development