Descriptor
| Elementary School Students | 2 |
| Learning Modalities | 2 |
| Reaction Time | 2 |
| Auditory Perception | 1 |
| Cognitive Processes | 1 |
| Cognitive Style | 1 |
| Concept Formation | 1 |
| Conceptual Tempo | 1 |
| Difficulty Level | 1 |
| Individual Characteristics | 1 |
| Reading Ability | 1 |
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| Child Development | 1 |
Author
| Blank, Marion | 1 |
| Sola, Janet L. | 1 |
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| Reports - Research | 1 |
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Peer reviewedBlank, Marion; And Others – Child Development, 1975
Intra- and crossmodal performance of normal and retarded third-grade readers were compared in a reaction-time task. Results suggest that the demands of stimulus complexity within the visual modality rather than the demands of crossmodal shifting were related to reading ability. (Author/ED)
Descriptors: Auditory Perception, Difficulty Level, Elementary School Students, Learning Modalities
PDF pending restorationSola, Janet L. – 1976
This study explored some ways that cognitive style (different individual patterns of perceiving, memorizing, organizing and utilizing stimuli) might influence intellectual achievements. It was specifically concerned with cognitive tempo--the individual's tendency to be either slow and accurate (reflective) or fast and inaccurate (impulsive). A…
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Conceptual Tempo
