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Coch, Donna; Benoit, Clarisse – Mind, Brain, and Education, 2015
We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory.…
Descriptors: Elementary School Students, Standardized Tests, Reading Tests, Brain
Rollins, Leslie; Riggins, Tracy – Developmental Science, 2013
The aim of the present study was to investigate developmental changes in encoding processes between 6-year-old children and adults using event-related potentials (ERPs). Although episodic memory ("EM") effects have been reported in both children and adults at retrieval and subsequent memory effects have been established in adults, no…
Descriptors: Memory, Cognitive Processes, Young Children, Adults
Massand, Esha; Bowler, Dermot M.; Mottron, Laurent; Hosein, Anthony; Jemel, Boutheina – Journal of Autism and Developmental Disorders, 2013
Recognition memory in autism spectrum disorder (ASD) tends to be undiminished compared to that of typically developing (TD) individuals (Bowler et al. 2007), but it is still unknown whether memory in ASD relies on qualitatively similar or different neurophysiology. We sought to explore the neural activity underlying recognition by employing the…
Descriptors: Autism, Memory, Cognitive Processes, Brain
Greimel, Ellen; Nehrkorn, Barbara; Fink, Gereon R.; Kukolja, Juraj; Kohls, Gregor; Muller, Kristin; Piefke, Martina; Kamp-Becker, Inge; Remschmidt, Helmut; Herpertz-Dahlmann, Beate; Konrad, Kerstin; Schulte-Ruther, Martin – Neuropsychologia, 2012
Individuals with autism spectrum disorder (ASD) often fail to attach context to their memories and are specifically impaired in processing social aspects of contextual information. The aim of the present study was to investigate the modulatory influence of social vs. non-social context on neural mechanisms during encoding in ASD. Using…
Descriptors: Autism, Pervasive Developmental Disorders, Males, Cognitive Processes
Xiao, Xin; Zhao, Di; Zhang, Qin; Guo, Chun-yan – Brain and Language, 2012
The current study used the directed forgetting paradigm in implicit and explicit memory to investigate the concreteness effect. Event-related potentials (ERPs) were recorded to explore the neural basis of this phenomenon. The behavioral results showed a clear concreteness effect in both implicit and explicit memory tests; participants responded…
Descriptors: Memory, Responses, Cognitive Processes, Brain Hemisphere Functions
de Zubicaray, Greig I. – Brain and Cognition, 2006
Cognitive scientists were not quick to embrace the functional neuroimaging technologies that emerged during the late 20th century. In this new century, cognitive scientists continue to question, not unreasonably, the relevance of functional neuroimaging investigations that fail to address questions of interest to cognitive science. However, some…
Descriptors: Diagnostic Tests, Cognitive Psychology, Etiology, Memory

Hirschman, Elizabeth C.; Wallendorf, Melanie R. – Perceptual and Motor Skills, 1982
Free-response and card-sort techniques are criticized as to their application to investigating cognitive content. Two studies are presented which examine the validity and reliability of these two techniques when they are used concurrently with college students. (Author)
Descriptors: Cognitive Measurement, Cognitive Processes, Higher Education, Measurement Techniques
Hunt, R. Reed; Einstein, Gilles O. – Journal of Verbal Learning and Verbal Behavior, 1981
Presents argument that many factors affecting retention can be understood in context of a distinction between relational and individual item processing. Describes experiments which demonstrate that variables influencing the type of processing produce differential effects upon certain dependent measures. (Author/BK)
Descriptors: Cognitive Measurement, Cognitive Processes, College Students, Memory
Gray, Wayne D.; Fu, Wai-Tat – Cognitive Science, 2004
Constraints and dependencies among the elements of embodied cognition form patterns or microstrategies of interactive behavior. Hard constraints determine which microstrategies are possible. Soft constraints determine which of the possible microstrategies are most likely to be selected. When selection is non-deliberate or automatic the least…
Descriptors: Behavior, Memory, Perception, Psychomotor Skills

Muhs, Paul J.; And Others – International Journal of Aging and Human Development, 1979
Performance on Piagetian logical concept tasks, standardized intellectual measures, and measures of memory ability was assessed cross-sectionally. Factorial analyses revealed significant chronological age main effects for all tasks except transitivity of weight. Covariance analyses indicated educational level is generally more closely related to…
Descriptors: Academic Achievement, Adults, Age, Cognitive Measurement

Howe, Mark L.; And Others – Psychological Review, 1993
A critical evaluation of the use of stochastic independence in psychological research is provided, considering (1) confirming the null hypothesis; (2) power of the statistical test; (3) Simpson's paradox; and (4) between-subjects and within-subject correlations. The importance of formal models in studying (in)dependence is emphasized. (SLD)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Correlation
Dunlop, David L. – 1974
Reported is another study related to the Project on an Information Memory Model. This study involved using information theory to investigate the concepts of primacy and recency as they were exhibited by ninth-grade science students while processing a biological sorting problem and an immediate, abstract recall task. Two hundred randomly selected…
Descriptors: Biology, Cognitive Measurement, Cognitive Processes, Educational Research

Konold, Clifford E.; Bates, John A. – Contemporary Educational Psychology, 1982
Significant correlations between measures of cognitive structure and performance were found using a procedure distinguishing between episodic and semantic memory as an heuristic with achievement test items. The design increased the likelihood of indications of semantic memory. Higher-order and lower-order cognitive processes are discussed.…
Descriptors: Achievement Tests, Cognitive Measurement, Cognitive Processes, Evaluation Criteria

Naglieri, Jack A.; And Others – Alberta Journal of Educational Research, 1981
Study results give strong support to the existence of successive and simultaneous processing dimensions in 77 normal school-age children in grades K-6 and can be interpreted as an independent cross-validation of the model proposed by Das and his colleagues. (Author/CM)
Descriptors: Cognitive Measurement, Cognitive Processes, Concept Formation, Elementary Education
Carroll, John B. – 1974
After consideration of the drawbacks of such psychometrically derived theories of cognitive abilities as those of Guttman, Cattell, and Guilford, appeal is made to E. B. Hunt's "distributive memory" model and A. Newell's concept of the "production system" as possible bases for developing an alternative theory. Such a theory of…
Descriptors: Cognitive Ability, Cognitive Measurement, Cognitive Processes, Factor Structure