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Peer reviewedBooth, James R.; Hall, William S. – Cognitive Development, 1995
Investigated children's understanding of meaning of the cognitive verb "know" (as defined by an abstractness and conceptual difficulty hierarchy). Found that knowledge increased with development, and low levels of meaning were mastered before high levels, and more rapidly. Understanding in audio-taped stories was more difficult than in video-taped…
Descriptors: Age Differences, Child Psychology, Cognitive Development, Cognitive Processes
