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Development of Disjunctive Reasoning and the Use of MAYBE in Fifth through Eighth Graders.
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Prus, Joseph; And Others – Contemporary Educational Psychology, 1981
Children took a group test of disjunctive reasoning containing 48 inclusive and exclusive items varying in content of the premises, and affirmation or negation of the conclusion. Performance improved until seventh grade. Negative conclusions produced more correct answers. Implications were discussed in relation to cognitive developmental theory…
Descriptors: Age Differences, Cognitive Development, Cognitive Measurement, Elementary Education
Mental Effort and Elaboration: A Developmental Analysis.
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Kee, Daniel W.; Davies, Leslie – Contemporary Educational Psychology, 1988
Dual task procedures (finger tapping and associative memory) were used to examine developmental differences in the amount of mental effort required to deploy rehearsal and elaboration. Sixth-grade and college students participated. Some evidence for a developmental difference in mental effort was found. (TJH)
Descriptors: Age Differences, Association (Psychology), Cognitive Development, College Students
Research on Adult Learning and Memory: Retrospect and Prospect.
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Hultsch, David F.; Pentz, C. A. – Contemporary Educational Psychology, 1980
Descriptions of cognitive development are determined by the metamodel on which theories and data are based. The associative and information processing approaches have generated much of the research on adult learning and memory. A contextual approach, emphasizing perceiving, comprehending, and remembering, is emerging in the present historical…
Descriptors: Adults, Age Differences, Cognitive Development, Cognitive Processes
The Development of Natural Language Mediators.
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Mahoney, Gerald J. – Contemporary Educational Psychology, 1979
Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Learning Processes
Understanding of Proportion as Embodied in the Concept of Fullness. An Investigation into Bruner's "Modes-of-Representation-Conflict Hypothesis"
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McWhirter, Elizabeth P. – Contemporary Educational Psychology, 1978
This replication study negates Bruner's finding that older subjects (age 15 and adult) understand the mathematical concept of ratio as exemplified by comparing judgments of fullness in pairs of glasses differing in height, diameter, and water volume. Weaknesses in Bruner's design and procedure that explain the discrepancy between the two studies…
Descriptors: Adults, Age Differences, Cognitive Development, Concept Formation
A Social Learning Explanation for Age-Related Changes in Children's Conceptual Behavior
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Zimmerman, Barry J. – Contemporary Educational Psychology, 1978
As an example, two aspects of children's conservation are explained: decalages and the shift from perceptual to quantitative cues. This approach, relative to structuralist formulation, involves cognitive factors such as prior learning, as well as impinging social experience. It is compatible with Piaget's theory, yet simpler and more flexible. (CP)
Descriptors: Age Differences, Cognitive Development, Concept Formation, Conservation (Concept)
Evaluation Processes in Young Children's Problem Solving.
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Steinberg, Esther R. – Contemporary Educational Psychology, 1980
Faced with a problem in which the probability of obtaining the correct answer was 70 percent, 2 of 23 kindergartners and 18 of 19 second graders generated an appropriate strategy. When the probability of a chance correct response was reduced to .45, 23 of 35 kindergartners generated an appropriate strategy. (Author/GDC)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Computer Assisted Instruction
Developmental Aspects of Activating Voluntary and Involuntary Memory Processes during Reading.
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Roberts, Theresa A. – Contemporary Educational Psychology, 1989
Western and Soviet views of memory-related performance are synthesized. Whether middle childhood-aged students comprehend better with meaning-based (involuntary) strategies due to the importance of semantic focus, and whether adolescent students comprehend better with memory-oriented (voluntary) strategies were studied with 243 students in grades…
Descriptors: Adolescents, Age Differences, Child Development, Children
A Developmental Study of Memory Monitoring and Strategy Selection.
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McGivern, Julia E.; And Others – Contemporary Educational Psychology, 1990
Developmental differences in the acquisition of information about strategy efficiency gleaned from observation of a peer model were assessed among 60 second and 60 seventh graders and 60 undergraduate students. At each age level, 20 subjects were randomly assigned to each of 3 experimental conditions. Developmental differences were considerable.…
Descriptors: Age Differences, Associative Learning, Cognitive Development, Comparative Analysis