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Benson, Katherine A.; Bogartz, Richard S. – 1990
To identify the role of the child's own action in the development of the ability to coordinate perspectives, a spatial localization task was presented to 2 groups of children: 16 children between 18 and 24 months old, and 16 children between 42 and 48 months old. A reward was hidden randomly in one of two identical left-right locations on a…
Descriptors: Age Differences, Cognitive Development, Egocentrism, Perceptual Development
Bryant, Jeffrey T.; And Others – 1987
The study examined the effectiveness of enhancing perceptual differentiation in the training of four developmentally delayed preschool children who were so low-functioning that they did not demonstrate oddity responding (ability to choose one distinct stimulus from a group of identical stimuli). Instead of the Arabic numerals used in the original…
Descriptors: Cognitive Development, Concept Formation, Developmental Disabilities, Discrimination Learning
Peer reviewedBaker, Harvey A.; And Others – Child Development, 1974
This study sought to assess the ontogenetic course of three classes of size-value phenomena. Size-value phenomena refers to the observation that valued and neutral objects physically equal in size are judged as unequal. Results are discussed in terms of perceptual development. (ST)
Descriptors: Age Differences, Behavioral Science Research, Cognitive Development, Literature Reviews
Wohlwill, Joachim F. – 1981
Repeated but unadvised attempts have been made by music educators to relate the Piagetian concept of concrete operational thought to children's understanding of music. The attempts have been focused on the apparent link between the child's detection of invariance in musical patterns and the concept of conservation. These attempts are unadvised…
Descriptors: Children, Cognitive Development, Conservation (Concept), Emotional Experience
Kose, Gary; And Others – 1980
Children three through six years of age were asked to imitate actions depicted in photographs to determine whether they could interpret information of action in photographs. Twenty children at each of four age levels, 3, 4, 5, and 6 years, were asked to imitate two photos, each showing a young child performing a physical action. Following this…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Imitation
Peer reviewedBraine, Lila Ghent – American Psychologist, 1978
It is proposed here that adults process orientation information at different levels and that these levels correspond to developmental stages in the coding of orientation in childhood. (Author)
Descriptors: Adults, Aesthetic Education, Age Differences, Children
Peer reviewedCohen, Karen M.; Haith, Marshall M. – Journal of Experimental Child Psychology, 1977
The effects of perceptual and cognitive factors on information processing in visual periphery were studied in 5- and 8-year-old children and in adults. Subjects judged either the similarity (Study 1) or identity (Study 2) of geometric forms. (Author/SB)
Descriptors: Adults, Age Differences, Cognitive Development, Elementary School Students
Peer reviewedCorballis, Michael C.; Zalik, Marsha C. – Journal of Experimental Child Psychology, 1977
This experiment was designed to determine whether children's inability to discriminate mirror-image oblique lines is a function of encoding in memory the left-right orientation or the degree of slope of an oblique line. (Author/SB)
Descriptors: Cognitive Development, Cognitive Processes, Memory, Perceptual Development
Peer reviewedSchiff, William; Saarni, Carolyn I. – Developmental Psychology, 1976
The relationships between perception and conservation of length were investigated in a developmental comparison of judgments of length made by 5-year-olds, 8-year-olds and adults. (GO)
Descriptors: Adults, Age Differences, Behavior Theories, Cognitive Development
Peer reviewedCox, 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
Peer reviewedBurns, Barbara – American Journal of Mental Deficiency, 1986
Results of the study with 24 mildly or moderately retarded subjects (ages 11-55 years) indicates that a separability hypothesis of perceptual development can be extended to retarded populations. Representation as wholistic objects dominated among moderately retarded subjects, and with increasing intelligence, representation of objects as component…
Descriptors: Classification, Cognitive Development, Intelligence Differences, Mild Mental Retardation
Peer reviewedHogrefe, G.-Juergen; And Others – Child Development, 1986
A series of six experiments compares young children's competence in attributing absence of knowledge (ignorance) to their competence in attributing a false belief to the other. (HOD)
Descriptors: Attribution Theory, Beliefs, Cognitive Development, Epistemology
Peer reviewedYounger, Barbara A.; Cohen, Leslie B. – Child Development, 1986
Examines developmental change in 4- 7- and 10-month-old infants' perceptions of correlations among attributes to determine whether relational information plays a role in abilities ranging from the perception and recognition of a simple pattern to the formation of a category. (HOD)
Descriptors: Attribution Theory, Classification, Cognitive Development, Cognitive Processes
Peer reviewedKemler, Deborah G. – Journal of Experimental Child Psychology, 1983
Reinterprets Jeannie R. Aschkenasy and Richard D. Odom's findings (Journal of Experimental Child Psychology; v34 n3 Dec 1982) on perceptual and cognitive development. The increasing dimensionalization of stimulus relations rather than the increasing detectability or influence of stimulus differences is argued. (BJD)
Descriptors: Classification, Cognitive Development, Cognitive Processes, Early Childhood Education
Peer reviewedSilverman, 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


