Descriptor
| Cognitive Processes | 2 |
| Long Term Memory | 2 |
| Young Children | 2 |
| Age Differences | 1 |
| Child Language | 1 |
| Cognitive Development | 1 |
| Concept Formation | 1 |
| Early Childhood Education | 1 |
| Inferences | 1 |
| Learning Processes | 1 |
| Memorization | 1 |
| More ▼ | |
Source
| Cognitive Development | 2 |
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedBarsalou, Lawrence W. – Cognitive Development, 1993
This commentary on the article by Jones and Smith in this issue examines whether coherent conceptual cores exist in long-term memory; abstract propositions constitute conceptual cores; concepts in long-term memory control behavior; and the primary purpose of developing and using concepts is to taxonomize the environment. (TJQ)
Descriptors: Child Language, Cognitive Processes, Concept Formation, Early Childhood Education
Peer reviewedMarx, Melvin H.; Henderson, Bruce B. – Cognitive Development, 1996
Two experiments on children's inferences and associative memory provided a supportive test of fuzzy-trace theory. Results indicated that false recognition of associated instances with delay declined for all children, and categorical inferences increased for older children. Verbatim memory and inferences were uncorrelated under short delay but…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Inferences
