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Barr, Rachel; Rusnak, Sylvia N.; Brito, Natalie H.; Nugent, Courtney – Developmental Science, 2020
Bilingual infants from 6- to 24-months of age are more likely to generalize, flexibly reproducing actions on novel objects significantly more often than age-matched monolingual infants are. In the current study, we examine whether the addition of novel verbal labels enhances memory generalization in a perceptually complex imitation task. We…
Descriptors: Infants, Monolingualism, Bilingualism, Comparative Analysis
Howe, Mark L. – Child Development, 2008
Distinctiveness effects in children's (5-, 7-, and 11-year-olds) false memory illusions were examined using visual materials. In Experiment 1, developmental trends (increasing false memories with age) were obtained using Deese-Roediger-McDermott lists presented as words and color photographs but not line drawings. In Experiment 2, when items were…
Descriptors: Children, Memory, Visual Perception, Visual Stimuli
Balcomb, Frances K.; Gerken, LouAnn – Developmental Science, 2008
Many models of learning rely on accessing internal knowledge states. Yet, although infants and young children are recognized to be proficient learners, the ability to act on metacognitive information is not thought to develop until early school years. In the experiments reported here, 3.5-year-olds demonstrated memory-monitoring skills by…
Descriptors: Tests, Recognition (Psychology), Memorization, Memory
Chalmers, Kerry A.; Grogan, Melissa J. – Cognitive Development, 2006
The basis of young children's performance of judgments of recency and frequency was investigated using a modified version of Huppert and Piercy's [Huppert, F. A., & Piercy, M. (1978). The role of trace strength in recency and frequency judgements by amnesic and control subjects. Quarterly Journal of Experimental Psychology, 30, 347-354]…
Descriptors: Age Differences, Individual Development, Young Children, Pictorial Stimuli

Markham, Roslyn; Howie, Pauline; Hlavacek, Sonia – Journal of Experimental Child Psychology, 1999
Studied whether patterns of developmental progression in reality monitoring were present in visual and auditory modalities and the role of cross-modal imagery in reality-monitoring tasks. Found scores revealed evidence of developmental progression in both auditory and visual source-monitoring tasks, but no effect of cross-modal imagery. (Author)
Descriptors: Age Differences, Auditory Perception, Auditory Stimuli, Child Development
Dukette, Dianne; Stiles, Joan – 1991
Previous literature on children's visual pattern perception has suggested that preschool children may process hierarchical forms in a manner different from that of older children and adults. Data from some studies suggested that children are holistic processors of pattern information, while other studies characterized children as piecemeal…
Descriptors: Adults, Age Differences, Developmental Stages, Early Childhood Education

Lane, David M. – Journal of Experimental Child Psychology, 1979
The ability to efficiently allocate attention between two tasks (auditory and visual memory tasks) differing in payoff was investigated among three grade levels: second, fourth, and college. There were seven males and three females from each grade level. (MP)
Descriptors: Age Differences, Attention, Auditory Perception, College Students

Halford, Graeme S. – International Journal of Behavioral Development, 1980
Four groups of children (N=80; C.A. 6.6. to 12.5; M.A. 7.9 to 14.7) were tested for ability to reproduce five-element two- and three-dimensional patterns. Significant interaction and main effects were found. Three-dimensional pattern performance increased with age; all ages performed well on two-dimensional patterns. (Author/DB)
Descriptors: Age Differences, Children, Cognitive Development, Developmental Stages

Dukette, Dianne; Stiles, Joan – Journal of Experimental Child Psychology, 1996
Examines the development of young children's analysis of spatial patterns--specifically, hierarchical letter and geometric forms. Suggests that although children as young as four years of age demonstrated substantial analytic competence, their ability to integrate the parts of the spatial array to form a coherent whole was weaker and more easily…
Descriptors: Age Differences, Cognitive Ability, Cognitive Development, Developmental Stages

Bornstein, Marc H.; Stiles-Davis, Joan – Developmental Psychology, 1984
Three studies explore the development of discrimination and memory for symmetry in preschoolers four to six years of age. Issues addressed include the young child's ability to discriminate and reproduce symmetry, and the effects of pattern orientation and complexity on the young child's symmetry discrimination and reproduction. Results indicate…
Descriptors: Developmental Stages, Discrimination Learning, Early Childhood Education, Kindergarten Children
Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students. – 1978
The manual is designed to provide teachers of hearing impaired students with a criterion referenced record of the student's existing skills. The record is intended to progress with the child through the elementary grades and to be used for developing individual profiles and plans. The manual consists of forms with columns for recording the…
Descriptors: Check Lists, Communication Skills, Criterion Referenced Tests, Developmental Stages
Swinton, Spencer S.; And Others – 1977
The longitudinal interrelations among age, visual and auditory short-term memory, and the concrete operational tasks of class inclusion and combinatorial reasoning were investigated over four testing occasions in a sample of 134 students, initially ranging from 5 to 12 years in age. The Piagetian task battery involved placement of colored…
Descriptors: Auditory Perception, Classification, Cognitive Development, Cognitive Measurement