NotesFAQContact Us
Collection
Advanced
Search Tips
Education Level
Audience
Researchers1
Laws, Policies, & Programs
Elementary and Secondary…1
What Works Clearinghouse Rating
Showing 1 to 15 of 35 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Anquillare, Elizabeth; Selmeczy, Diana – Developmental Psychology, 2023
The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly…
Descriptors: Children, Adolescents, Value Judgment, Memory
Matinceková, Lucia; Jiang, Matthew J.; Adams, Jamal D.; Menendez, David; Hernandez, Iseli G.; Barber, Gregory; Rosengren, Karl S. – Grantee Submission, 2020
Using a mixed-methods approach, we examined how participants' memories of socialization regarding death might influence their self-reported coping with losses in childhood and adulthood. We recruited 318 adults to complete an online survey. Path analyses indicated that participants who remembered their parents shielding them less from issues…
Descriptors: Coping, Death, Socialization, Parent Child Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Richards, Susan; Goswami, Usha – Journal of Speech, Language, and Hearing Research, 2015
Purpose: We investigated whether impaired acoustic processing is a factor in developmental language disorders. The amplitude envelope of the speech signal is known to be important in language processing. We examined whether impaired perception of amplitude envelope rise time is related to impaired perception of lexical and phrasal stress in…
Descriptors: Auditory Perception, Language Processing, Language Impairments, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Vukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S. – Child Development, 2014
Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number…
Descriptors: Children, Individual Differences, Mathematics, Arithmetic
Peer reviewed Peer reviewed
Direct linkDirect link
Bull, Rebecca; Davidson, Wendy Anne; Nordmann, Emily – Learning and Individual Differences, 2010
Lateralization of the brain is strongly influenced by prenatal androgens, with differential exposure thought to account for cognitive sex differences. This study investigated sex and individual differences and relationships between 2D:4D (the ratio of the 2nd to 4th digit [digit ratio] as a proxy indicator of prenatal testosterone exposure),…
Descriptors: Females, Memory, Spatial Ability, Arithmetic
Peer reviewed Peer reviewed
Direct linkDirect link
Chae, Yoojin; Goodman, Gail S.; Eisen, Mitchell L.; Qin, Jianjian – Journal of Experimental Child Psychology, 2011
This study examined event memory and suggestibility in 3- to 16-year-olds involved in forensic investigations of child maltreatment. A total of 322 children were interviewed about a play activity with an unfamiliar adult. Comprehensive measures of individual differences in trauma-related psychopathology and cognitive functioning were administered.…
Descriptors: Child Neglect, Child Abuse, Posttraumatic Stress Disorder, Psychopathology
Peer reviewed Peer reviewed
Direct linkDirect link
Henderson, Heather A.; Zahka, Nicole E.; Kojkowski, Nicole M.; Inge, Anne P.; Schwartz, Caley B.; Hileman, Camilla M.; Coman, Drew C.; Mundy, Peter C. – Journal of Child Psychology and Psychiatry, 2009
Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method: Sixty-two children (31 HFA, 31 comparison; 8-16 years) completed a SRM task in…
Descriptors: Individual Differences, Symptoms (Individual Disorders), Comparative Analysis, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Ray, Rebecca D.; Shelton, Amy L.; Hollon, Nick Garber; Michel, Bethany D.; Frankel, Carl B.; Gross, James J.; Gabrieli, John D. E. – Child Development, 2009
Processing the self-relevance of information facilitates recall. Similarly, processing close-other-related information facilitates recall to a lesser degree than processing self-relevant information. This memory advantage may be viewed as an index of the degree to which the representation of self is differentiated from representations of close…
Descriptors: Mothers, Individual Differences, Memory, Cognitive Development
Peer reviewed Peer reviewed
Direct linkDirect link
Schwenck, Christina; Bjorklund, David F.; Schneider, Wolfgang – Developmental Psychology, 2009
Children who were 4 to 8 years of age were asked to perform a sort-recall task where only half of the items had to be studied and remembered. Following a baseline trial, children were assigned to 1 of 3 groups and were prompted to use either a sorting or a clustering strategy (experimental groups) or were not prompted at all (control group).…
Descriptors: Experimental Groups, Control Groups, Individual Differences, Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Schaaf, Jennifer M.; Alexander, Kristen Weede; Goodman, Gail S. – Journal of Experimental Child Psychology, 2008
The current study was designed to investigate children's memory and suggestibility for events differing in valence (positive or negative) and veracity (true or false). A total of 82 3- and 5-year-olds were asked repeated questions about true and false events, either in a grouped order (i.e., all questions about a certain event asked consecutively)…
Descriptors: Attachment Behavior, Children, Path Analysis, Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Qin, Jianjian; Ogle, Christin M.; Goodman, Gail S. – Journal of Experimental Psychology: Applied, 2008
In 3 experiments, the authors examined factors that, according to the source-monitoring framework, might influence false memory formation and true/false memory discernment. In Experiment 1, combined effects of warning and visualization on false childhood memory formation were examined, as were individual differences in true and false childhood…
Descriptors: Child Abuse, Attachment Behavior, Visualization, Individual Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Camos, Valerie – Journal of Experimental Child Psychology, 2008
This study aimed to evaluate the impact of individual differences in working memory capacity on number transcoding. A recently proposed model, ADAPT (a developmental asemantic procedural transcoding model), accounts for the development of number transcoding from verbal form to Arabic form by two mechanisms: the learning of new production rules…
Descriptors: Memory, Developmental Delays, Individual Differences, Short Term Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Bouwmeester, Samantha; Vermunt, Jeroen K.; Sijtsma, Klaas – Developmental Review, 2007
Fuzzy trace theory explains why children do not have to use rules of logic or premise information to infer transitive relationships. Instead, memory of the premises and performance on transitivity tasks is explained by a verbatim ability and a gist ability. Until recently, the processes involved in transitive reasoning and memory of the premises…
Descriptors: Memory, Cognitive Development, Classification, Individual Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Mantyla, Timo; Carelli, Maria Grazia; Forman, Helen – Journal of Experimental Child Psychology, 2007
This study examined time-based prospective memory performance in relation to individual and developmental differences in executive functioning. School-age children and young adults completed six experimental tasks that tapped three basic components of executive functioning: inhibition, updating, and mental shifting. Monitoring performance was…
Descriptors: Children, Young Adults, Memory, Cognitive Ability
Peer reviewed Peer reviewed
Weinert, F. E.; Helmke, A. – Learning and Instruction, 1998
Two studies involving approximately 200 children aged 4 to 12 years show the expected increases in the level of cognitive competencies but show that these increases are not universal. Large inter- and intraindividual differences are found for various types of memory tasks as well as for different domains of scholastic achievement. (SLD)
Descriptors: Academic Achievement, Age Differences, Children, Cognitive Development
Previous Page | Next Page »
Pages: 1  |  2  |  3