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Learning to Label Letters by Sounds or Names: A Comparison of England and the United States
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Ellefson, Michelle R.; Treiman, Rebecca; Kessler, Brett – Journal of Experimental Child Psychology, 2009
Learning about letters is an important foundation for literacy development. Should children be taught to label letters by conventional names, such as /bi/ for "b", or by sounds, such as /b[inverted e]/? We queried parents and teachers, finding that those in the United States stress letter names with young children, whereas those in…
Descriptors: Young Children, Foreign Countries, Literacy, Alphabets
A Further Investigation of Children's Understanding of Recursive Thinking.
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Eliot, John; And Others – Journal of Experimental Child Psychology, 1979
Forty children of different ages responded individually to cartoon drawing in one of two orders of presentation in order to investigate children's understanding of recursive thinking. Five boys and five girls in each of the age ranges five to six, six to seven, seven to eight, and eight to nine served as subjects. (MP)
Descriptors: Age Differences, Cognitive Processes, Elementary Education, Elementary School Students
Facilitating Referential Communication among Children: The Listener as Teacher.
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Patterson, Charlotte J.; Massad, Christopher M. – Journal of Experimental Child Psychology, 1980
Tests the hypothesis that systematic variations in listener behavior can have an important influence on both speaker behavior and communicative success among children. Subjects were 82 first and third graders. (MP)
Descriptors: Age Differences, Communication Skills, Elementary School Students, Improvement
Learning Multiplication Facts: A Study of Children Taught by Discovery Methods in England.
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Steel, Sylvia; Funnell, Elaine – Journal of Experimental Child Psychology, 2001
Examined development of multiplication skills in 8- to 12-year-olds taught by discovery methods. Found a general shift away from less effective strategies across ages 8 to 12, but by 11 years, relatively few used the most effective strategy of retrieval for all operands. Effective strategy development was related to nonverbal reasoning ability and…
Descriptors: Age Differences, Children, Cross Sectional Studies, Discovery Learning
Negative Transfer as a Function of IQ and Mode of Presentation in Paired-Associate Learning
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Kirk, Winifred J.; Johnson, John T., Jr. – Journal of Experimental Child Psychology, 1972
Results were interpreted as supporting an inhibition deficit theory of mental retardation. (Authors)
Descriptors: Comparative Analysis, Elementary School Students, Error Patterns, Handicapped Children
Individual Differences in Gains from Computer-Assisted Remedial Reading.
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Wise, Barbara W.; Ring, Jeremiah; Olson, Richard K. – Journal of Experimental Child Psychology, 2000
Compared effects of a computer-assisted remedial reading program providing speech-supported reading in context with or without explicit phonological training. Found that phonologically trained second to fifth graders gained more in phonological skills and untimed word reading than untrained children. Children with more contextual reading gained…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Uses in Education, Educational Technology