This study tested certain implied predictions regarding conceptual learning at each of four sequential levels of development: concrete level, identity level, classificatory level, and formal level. For this purpose, scaled batteries to assess the level of conceptual development of children, kindergarten through high school, were constructed and a…

Despite much research on Chinese children's learning achievement, little research exists on their early development of beliefs about learning. This study examined the perceptions of purposes for and affective and value expression toward learning among 129 Chinese preschoolers aged 3-6 years. To tap culturally valid perspectives, free narratives…

This research studied the effects of instructions on children's recall in a free recall learning task. Also investigated were developmental trends, including expected superiority of older children in recall and spontaneous formation of stable organizational groupings. A third area of study concerned the possibility that younger children benefit…