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Source
| Journal of Experimental Child… | 5 |
Author
| Trabasso, Tom | 2 |
| Barlow, Claire M. | 1 |
| Foellinger, David B. | 1 |
| Galbraith, David | 1 |
| Jolley, Richard P. | 1 |
| Lamal, Peter A. | 1 |
| Pascual-Leone, Juan | 1 |
| White, David G. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedLamal, Peter A. – Journal of Experimental Child Psychology, 1971
Modified twenty-questions and problems were solved by 72 subjects in a study of the influence of an adult model on the information-processing strategy used by children of various grade levels. (WY)
Descriptors: Grade 3, Grade 5, Grade 7, Imitation
On the Estimation of Parameters and the Evaluation of a Mathematical Model: A Reply to Pascual-Leone
Peer reviewedTrabasso, 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
Peer reviewedTrabasso, 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 reviewedPascual-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
Peer reviewedBarlow, 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
