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Child Study Journal | 5 |
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Chen, Jie-Qi | 1 |
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Weinberger, Nanci | 1 |
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Ponzetti, James J., Jr.; Folkrod, Anne N. – Child Study Journal, 1989
A total of 416 elementary school children described in writing what their grandparents meant to them. Girls were more likely than boys to mention love. Younger children reported obtaining more affective provisions (e.g., attachment and nurturance) from grandparents while older children reported more cognitive provisions (e.g., guidance and pride…
Descriptors: Affective Behavior, Age Differences, Childhood Attitudes, Cognitive Development

Weinberger, Nanci; Bushnell, Emily W. – Child Study Journal, 1994
Four- and seven-year olds were asked to make and explain predictions about their abilities to solve perceptual problems, perform the tasks, and explain their success or failure. Results indicated that young children have some clear-cut knowledge, and misconceptions, about their senses. Between four and seven years, children become increasingly…
Descriptors: Age Differences, Early Childhood Education, Metacognition, Perception

Rosser, Rosemary – Child Study Journal, 1994
Spatial cognition entails the ability to mentally represent spatial relations and to anticipate the course and outcome of transformations applied to those relations. The developmental histories of four tasks used to assess the maturity of spatial cognition in children are described. Significant effects were found for age, gender, task, and for…
Descriptors: Age Differences, Children, Cognitive Ability, Concept Formation

Fowler, Patrick C. – Child Study Journal, 1986
Applies the analytic technique of maximum likelihood factor analysis to the intercorrelations of the Wechsler Intelligence Scale for Children-Revised's subtests as a means for assessing more or less differentiation and integration. (HOD)
Descriptors: Academic Achievement, Age Differences, Children, Cognitive Structures

Chen, Jie-Qi; And Others – Child Study Journal, 1994
Explored whether there are changes with age in understanding the specific distinction between natural and human-made phenomena and whether an appreciation of this distinction influences children's beliefs about the possibility of altering or transforming different categories of objects. Found that this distinction, a powerful organizer for adults,…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Concept Formation