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| Child Development | 3 |
| Child Develop | 1 |
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| Subbotsky, Eugene | 1 |
| Wellman, Henry M. | 1 |
| Woolley, Jacqueline D. | 1 |
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Peer reviewedWoolley, Jacqueline D.; Wellman, Henry M. – Child Development, 1993
Results of two studies indicated that three- and four-year-old children understood that, although perception is necessary for knowledge, it is irrelevant for imagination and that three year olds often claimed that imagination reflected reality. (MDM)
Descriptors: Age Differences, Imagination, Perception, Perception Tests
Peer reviewedKavanaugh, Robert, D.; Harris, Paul L. – Developmental Psychology, 1994
Studied children's grasp of make-believe transformations they had seen enacted. Children indicated the pretend outcome by choosing a picture depicting no change or a picture depicting the pretend change. Older children chose correctly, even with the addition of a picture of an irrelevant transformation, but younger children did not. Autistic…
Descriptors: Abstract Reasoning, Age Differences, Autism, Cognitive Development
Peer reviewedRieser, John J.; And Others – Child Development, 1994
Six experiments assessed young children's spatial orientation relative to their imagined surroundings. The experiments found that children as young as 3.5 years were able, like adults, to accurately walk along a path that replicated the route between their seat and the teacher's desk in their preschool classroom. (MDM)
Descriptors: Adults, Age Differences, Elementary Education, Imagination
Peer reviewedLindsay, D. Stephen; And Others – Journal of Experimental Child Psychology, 1991
In three experiments, four and six year olds and adults were examined to determine whether children were more likely than adults to confuse memories from different sources when the sources were highly similar. Findings indicated that children may be especially vulnerable to the effects of source similarity. (SH)
Descriptors: Age Differences, Developmental Stages, Imagination, Memory
Peer reviewedLillard, Angeline S. – Child Development, 1993
Four experiments confirmed the widely accepted hypothesis that, although children as young as two engage in pretend play, even four and five year olds do not understand that pretending requires mental representation. Children appear to misconstrue pretense as its common external manifestations, such as actions, until at least age six. (MDM)
Descriptors: Age Differences, Cognitive Processes, Developmental Stages, Early Childhood Education
Youniss, James; Robertson, Anne De Shazo – Child Develop, 1970
Results supported Piaget's viewpoint that mental imagery and general symbolic functioning are dependent on the growth of intelligence with respect to the preadolescent period. (Author)
Descriptors: Age Differences, Child Development, Cognitive Development, Deafness
Peer reviewedSubbotsky, Eugene – Developmental Review, 2000
Extends William James' classification of phenomenalistic reality (PR) and analyzes PR using empirical data available in developmental psychology; focuses on the relation of PR to a human subject; to rational constructions; and to the idea of truth. Concludes that the development of phenomenalistic reality is qualitatively different from the…
Descriptors: Age Differences, Child Development, Children, Cognitive Development
