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Bonomo, Virginia – Educational Horizons, 2010
Research indicates that gender influences how children learn. Those findings do not necessarily mean that boys learn one way and girls another. Still, there are significant differences with respect to gender and how our brains develop. Researchers have found that no single area of development influences those gender differences: rather, a…
Descriptors: Elementary Education, Females, Brain, Gender Differences
Lathrop, Richard G. – Percept Mot Skills, 1969
Descriptors: Cognitive Development, Elementary Education, Perceptual Development, Probability
Perceptual, Cognitive, and Affective Perspective Taking in Kindergarten Through Sixth-Grade Children

Kurdek, Lawrence A.; Rodgon, Maris Monitz – Developmental Psychology, 1975
This study investigated the development of perceptual, cognitive, and affective perspective taking in 167 kindergarten through sixth grade children. Task intercorrelations were low, nonsignificant, and inconsistent, supporting the view that perspective taking is a multidimensional social-cognitive construct. (JMB)
Descriptors: Cognitive Development, Elementary Education, Elementary School Students, Emotional Development

Cox, M. V. – Journal of Experimental Child Psychology, 1977
A total of 180 6-, 8-, and 10-year-old children participated in tasks employing an object array in which the views from the experimental positions were objectively of equal difficulty. (SB)
Descriptors: Age Differences, Cognitive Development, Elementary Education, Elementary School Students

Silverman, Irwin W.; And Others – Child Development, 1976
Perceptual counterparts of a series of conservation of length tests were presented to subjects who were categorized as conservers or nonconservers conservation of length pre-tests, and to conservers and nonconservers given conservation length training. Perceptual performance of the untrained nonconservers was significantly worse than that of the…
Descriptors: Cognitive Development, Cognitive Processes, Conservation (Concept), Elementary Education
Lorimer, Rowland – Phi Delta Kappan, 1977
Sensory thinking is the process of bringing experienced aspects of the child's world into his focal awareness, usually through a medium such as language. (Author/IRT)
Descriptors: Children, Cognitive Development, Educational Environment, Elementary Education

Lazzaro, Peter; Cook, Harold – Journal of Experimental Child Psychology, 1986
Investigates effects of perceptual salience and specific orientation values on 16 kindergarten and fourth-grade children executing a speeded sorting task. Kindergarten results supported the cognitive processing prediction that orientation sorting times would vary as a function of condition, but no differences were obtained for the fourth-grade…
Descriptors: Cognitive Development, Dimensional Preference, Elementary Education, Elementary School Students

Smith, Linda B. – Journal of Experimental Psychology: Human Perception and Performance, 1981
The hypothesis that overall-similarity relations structure both adults' and children's classifications of heterogeneous objects (objects that differ in a variety of ways) was supported in two experiments. When objects varied simultaneously on many dimensions, adults and children constructed classifications that maximized within-category similarity…
Descriptors: Classification, Cognitive Development, Cognitive Processes, Dimensional Preference

Sexton, Larry C.; Treloar, James H. – Psychology in the Schools, 1982
Used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development in first grade, to school achievement in fourth grade. Results indicated variables used to predict achievement differed between the sexes, and sex as a predictor variable depended upon area of achievement studying.…
Descriptors: Academic Achievement, Children, Cognitive Development, Correlation

Ponzetti, James J., Jr.; Folkrod, Anne N. – Child Study Journal, 1989
A total of 416 elementary school children described in writing what their grandparents meant to them. Girls were more likely than boys to mention love. Younger children reported obtaining more affective provisions (e.g., attachment and nurturance) from grandparents while older children reported more cognitive provisions (e.g., guidance and pride…
Descriptors: Affective Behavior, Age Differences, Childhood Attitudes, Cognitive Development

Merricks, Anne R.; Crocker, Robert K. – School Science and Mathematics, 1978
Investigated was whether reading achievement could be increased by exposure to logical and perceptual tasks as found in science process activities. (MP)
Descriptors: Cognitive Development, Educational Research, Elementary Education, Elementary School Students

Herman, James F.; And Others – Developmental Psychology, 1986
Second and third graders and fifth and sixth graders were tested in a very large, unfamiliar environment to determine the relation of their knowledge of an abstract reference frame to performance on a spatial inference task. (HOD)
Descriptors: Abstract Reasoning, Age Differences, Cognitive Ability, Cognitive Development

Choi, Kyoung-Sook – Early Child Development and Care, 1993
Kindergartners and second, fourth, and sixth graders were shown a series of pictures that depicted an object with increasing completeness and were asked to identify the object. Found that, with increasing age, children correctly identified the object earlier in the sequence and that reaction time was longest for second graders. (BC)
Descriptors: Age Differences, Cognitive Development, Elementary Education, Elementary School Students
Schiller, Hillel A. – 1971
In order to make letter shape recognition an integral part of perception training, the use of the line in its two basic shapes is proposed. Letter shapes may seem exceedingly complex linear shapes to young minds. Thus instead of instruction in configuration, instruction involving transformational activities to manipulate and create the…
Descriptors: Cognitive Development, Educational Media, Elementary Education, Kinesthetic Methods

Williams, Tannis MacBeth; And Others – Journal of Experimental Child Psychology, 1976
A developmental reversal in accuracy was obtained for third and sixth graders and adults who judged class membership of patterns presented in a same-different task. Reversal accuracy appeared to result from an increase with age in orientation-free judgments. This hypothesis was confirmed in the subsequent two experiments. (GO)
Descriptors: Adults, Age Differences, Cognitive Development, Elementary Education