NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
McCall, Robert B. – Child Development, 1981
Argues that developmental psychologists need attitudes, methods, and conceptual schemes that integrate the distinctive contributions of both nature and nurture in order to study change and consistency in developmental functions, as well as individual differences in behaviors of interest. A conceptual scheme for early mental development is…
Descriptors: Cognitive Development, Developmental Psychology, Individual Differences, Models
Peer reviewed Peer reviewed
Trabasso, Tom – Journal of Experimental Child Psychology, 1978
A reply to a rejoinder in which Pascual-Leone defended his quantitative model of children's information processing capacity. Trabasso focuses on empirical evidence in presenting his reply to this rejoinder. (BD)
Descriptors: Cognitive Development, Cognitive Measurement, Elementary School Students, Evaluation Criteria
Peer reviewed Peer reviewed
Bjorklund, David F.; Harnishfeger, Katherine Kipp – Journal of Experimental Child Psychology, 1989
This response to Brainerd and Reyna's paper (in this issue) argues that the common resources hypothesis can be applied to a wider range of phenomena than can the output-interference hypothesis. Presents results of a dual-task experiment under bidirectional deficits. Concludes that dual-task studies do not provide critical tests of the resources…
Descriptors: Cognitive Development, Cognitive Processes, Difficulty Level, Hypothesis Testing
Brainerd, Charles J. – 1974
The concept of "structure" is discussed in connection with the biological and psychological sciences and shown, through a short historical analysis, to have been subject to imprecise use. The recent "structuralist movement" in the social sciences has also tended to cloud the meaning of structure rather than to clarify it. Using…
Descriptors: Abstract Reasoning, Adolescent Development, Cognitive Development, Cognitive Processes
Peer reviewed Peer reviewed
Trabasso, Tom; Foellinger, David B. – Journal of Experimental Child Psychology, 1978
Presents an analysis of Pascual-Leone's quantitative model for the measurement of the cognitive capacity of children. Presents an experiment in which 8-year-old children are asked to reproduce single actions and combinations of actions modeled by an experimenter. (BD)
Descriptors: Cognitive Development, Cognitive Measurement, Developmental Stages, Elementary School Students
Gabriel, Roy M. – 1982
Data from 86 Early Childhood Education (ECE) projects in Oregon were analyzed using methods prescribed by the Value Added model for ECE evaluation. The extent to which appropriate model implementation procedures were followed is unknown. Thus, the results represent an empirical account of the model's estimates of project impact, rather than a…
Descriptors: Cognitive Development, Data Analysis, Early Childhood Education, Models
Eberhardt, Nancy J. – 1979
This paper discusses the process of culture acquisition and recommends a new methodology for investigating this process. An examination of the relationship between culture acquisition and cognitive development is followed by a discussion of the way previous research has dealt with this relationship. It is argued that recent developments in…
Descriptors: Anthropology, Child Language, Cognitive Development, Cognitive Processes
Peer reviewed Peer reviewed
Pascual-Leone, Juan – Journal of Experimental Child Psychology, 1978
A reply to a critique of Pascual-Leone's model of children's information processing capacity. (BD)
Descriptors: Cognitive Development, Cognitive Measurement, Developmental Stages, Elementary School Students
Horst, Donald P.; And Others – 1975
Measuring cognitive achievement gains in project evaluation is dealt with. This guide provides those concerned with project evaluation with the basic tools for conducting technically sound, interpretable evaluation studies. Exotic designs are avoided and five basic models which appear feasible to implement in real-world settings are focused on.…
Descriptors: Academic Achievement, Achievement Gains, Cognitive Development, Data Analysis