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Abolghasem, Zahra; Teng, Tiffany H.-T.; Nexha, Elida; Zhu, Cherrie; Jean, Cindy S.; Castrillon, Mariana; Che, Eric; Di Nallo, Eva V.; Schlichting, Margaret L. – Developmental Science, 2023
Even once children can accurately remember their experiences, they nevertheless struggle to use those memories in flexible new ways--as in when drawing inferences. However, it remains an open question as to whether the developmental differences observed during both memory formation and inference itself represent a fundamental limitation on…
Descriptors: Memory, Inferences, Learning Processes, Young Children
Tomasetto, Carlo; Morsanyi, Kinga; Guardabassi, Veronica; O'Connor, Patrick A. – Journal of Educational Psychology, 2021
Whereas some evidence exists that math anxiety may interfere with math performance from the very beginning of primary school, no study to date has attempted to investigate whether math anxiety may also interfere with early math learning (i.e., the encoding of new math knowledge) and not only with recalling already mastered contents in test…
Descriptors: Foreign Countries, Mathematics Anxiety, Elementary School Students, Interference (Learning)
Aravind, Athulya; de Villiers, Jill; Pace, Amy; Valentine, Hannah; Golinkoff, Roberta; Hirsh-Pasek, Kathy; Iglesias, Aquiles; Wilson, Mary Sweig – Grantee Submission, 2018
Do children learn a new word by tracking co-occurrences between words and referents across multiple instances ("cross-situational learning" models), or is word-learning a "one-track" process, where learners maintain a single hypothesis about the possible referent, which may be verified or falsified in future occurrences…
Descriptors: Young Children, Vocabulary Development, Memory, Retention (Psychology)
Perry, Lynn K.; Axelsson, Emma L.; Horst, Jessica S. – Infant and Child Development, 2016
Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name-object association. In the current study we investigated (1) what children remembered after they were initially introduced to name-object associations and (2) how their vocabulary size…
Descriptors: Memory, Vocabulary Development, Prediction, Cognitive Mapping
Burling, Joseph M.; Yoshida, Hanako – Cognitive Science, 2017
The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However,…
Descriptors: Early Childhood Education, Young Children, Learning Processes, Bias
Bauer, Patricia J.; Varga, Nicole L.; King, Jessica E.; Nolen, Ayla M.; White, Elizabeth A. – Journal of Cognition and Development, 2015
Semantic knowledge can be extended in a variety of ways, including self-generation of new facts through integration of separate yet related episodes. We sought to promote integration and self-generation by providing "hints" to help 6-year-olds (Experiment 1) and 4-year-olds (Experiment 2) see the relevance of separate episodes to one…
Descriptors: Semantics, Children, Young Children, Control Groups
Riggs, Anne E.; Kalish, Charles W.; Alibali, Martha W. – Developmental Psychology, 2014
In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories…
Descriptors: Preschool Children, Young Children, Memory, Coding
Marschark, Marc, Ed.; Knoors, Harry, Ed. – Oxford University Press, 2020
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children…
Descriptors: Deafness, Hearing Impairments, Learning Processes, Cognitive Ability
Torr, Jane – Alberta Journal of Educational Research, 2008
Research has shown a relationship between mothers' beliefs about literacy, their educational and socioeconomic backgrounds, and their children's emergent literacy awareness. Many Australian Indigenous children experience educational disadvantage, as do children whose parents are manual workers. One recommendation that is frequently made is for…
Descriptors: Mothers, Emergent Literacy, Foreign Countries, Parent Attitudes

Gillingham, Mark G.; Price, Gary Glen – Journal of Educational Research, 1987
A novel computer-delivered training task was given to 11 children in grades one and three and to 7 adults to observe their differences in content-general knowledge while equating subject-specific knowledge. Results are presented. (Author/MT)
Descriptors: Adults, Age Differences, Knowledge Level, Learning Processes

Bloom, Paul; Markson, Lori – Cognition, 2001
Notes young children's fast mapping ability for word and fact learning. Finds children's extension of a new word to novel objects from same category but lack of extension for new facts, as replicated by Waxman and Booth, unsurprising. Poses more interesting question: is word learning done solely through more general cognitive systems or through…
Descriptors: Cognitive Development, Cognitive Mapping, Generalization, Learning Processes

Merriman, William E.; And Others – International Journal of Behavioral Development, 1988
Investigated the relation between age and rate of forgetting in 72 three-, four-, and six-year-olds in a task that eliminated differences in level of initial learning. Rate of forgetting was nearly identical in every age group. (RJC)
Descriptors: Age Differences, Child Development, Knowledge Level, Learning Processes

Ghatala, Elizabeth S.; And Others – Journal of Experimental Child Psychology, 1986
Second-grade children were explicitly supplied with zero, one, two, or three components of information to specify the respective contributions of various sources and amounts of acquired strategy-utility information. Metacognitive knowledge was evidenced only when the training regiment included the complete set of critical metacognitive components.…
Descriptors: Cognitive Processes, Comparative Analysis, Grade 2, Information Utilization

Riegel, R. Hunt; And Others – Exceptional Children, 1973
Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)
Descriptors: Associative Learning, Classification, Cognitive Development, Exceptional Child Research

Foley, Mary Ann; And Others – Cognitive Development, 1993
Perspectives on reality monitoring and sociocultural learning were integrated in four studies of children's memory of contributions to the outcomes of collaborative exchanges. Findings suggested that reality-monitoring judgments reflect at least two cognitive processes, appropriation and attention to source of information, and may provide clues to…
Descriptors: Age Differences, Attention, Cognitive Processes, Early Childhood Education
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