In two studies, children participated in route-planning tasks in which they were asked to find the shortest path to retrieve certain items. In Study 1, children participated in two versions of the task (standard versus feedback) differing in the amount of contextual support. Forty-eight children, ages 6, 8, and 10 years, had to help their…

Subjects from kindergarten-age to adult participated in four experiments. In order to view the stimuli, subjects in three experiments activated lights in viewing boxes; in the fourth experiment, stimulus fixations were measured using a corneal reflection technique. Results supported the view that visual observing is controlled by cognitive…

Results confirmed that children differentially use knowledge of results and suggested that any description of motor skill acquisition must account for the complex interaction between developmental level and the difficulty of the task at hand. (Author/DB)

Over the course of development, the ability to switch between different tasks on the basis of feedback cues increases profoundly, but the role of performance monitoring remains unclear. Heart rate indexes can provide critical information about how individuals monitor feedback cues indicating that performance should be adjusted. In this study,…

This paper reports two experimental studies of the development of time, speed and distance concepts in children. In Experiment I subjects (12 in each of four age groups: 5-, 8-, 11-year-olds, and adults) were asked to judge which of two electric trains on parallel tracks went faster, for the longer distance, or for more time. Subject's knowledge…

The developmental increase in the ability to solve problems is a puzzle. Does it come from basic changes in mental skills, or is it a matter of practice? This book from the Developing Child series synthesizes recent research examining children's problem-solving skills development. Chapter 1 presents the major themes: (1) there is increasing…