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Yijun Ge – ProQuest LLC, 2021
Our visual system samples external information, adjusts its sensitivity and constructs a stable representation of the world that allows us to perceive and interact with objects in our environments. Visual information with different levels of complexity is processed through the hierarchically organized visual cortical areas. This dissertation…
Descriptors: Visual Stimuli, Association Measures, Cognitive Processes, Visual Perception
Sen, Ayon; Patel, Purav; Rau, Martina A.; Mason, Blake; Nowak, Robert; Rogers, Timothy T.; Zhu, Xiaojin – International Educational Data Mining Society, 2018
In STEM domains, students are expected to acquire domain knowledge from visual representations that they may not yet be able to interpret. Such learning requires perceptual fluency: the ability to intuitively and rapidly see which concepts visuals show and to translate among multiple visuals. Instructional problems that engage students in…
Descriptors: Visual Aids, Visual Perception, Data Analysis, Artificial Intelligence
Bartolucci, Marco; Smith, Andrew T. – Neuropsychologia, 2011
Practicing a visual task commonly results in improved performance. Often the improvement does not transfer well to a new retinal location, suggesting that it is mediated by changes occurring in early visual cortex, and indeed neuroimaging and neurophysiological studies both demonstrate that perceptual learning is associated with altered activity…
Descriptors: Cognitive Development, Brain Hemisphere Functions, Perceptual Development, Attention
Redford, Joshua S. – Psychological Record, 2010
Recently, Redford (2010) found that monkeys seemed to exert metacognitive control in a category-learning paradigm. Specifically, they selected more trials to view as the difficulty of the category-learning task increased. However, category-learning difficulty was determined by manipulating the family resemblance across the to-be-learned exemplars.…
Descriptors: Learning Problems, Animals, Metacognition, Perceptual Development
Colonnesi, Cristina; Koops, Willem; Meerum Terwogt, Mark – Infant and Child Development, 2008
The present study examined two key aspects of young children's ability to explain human behaviour in a mentalistic way. First, we explored desires that are of a level of difficulty comparable with that of false beliefs. For this purpose, the so-called "alternative desires" were created. Second, we examined how children's psychological…
Descriptors: Theory of Mind, Intention, Young Children, Child Psychology

Chevrier, Jacques; Delorme, Andre – Perceptual and Motor Skills, 1980
Aesthetic preferences for overlapping geometrical figures were studied in subjects ages 6 through 14 in the context of the theory of functional pleasure. Results confirmed the hypothesis that the complexity level (number of crossings) of the preferred stimulus varies with the subjects' perceptual capacities, which develop with age. (Author/SJL)
Descriptors: Age Differences, Art Appreciation, Children, Design Preferences

Greenberg, David J.; And Others – Child Development, 1973
To demonstrate a relationship between rate of habituation and complexity levels, 11-week-old infants (N=51) were each given a rate-of-habituation and complexity-level test. Rapid habituators looked longer at complex patterns. Irregular habituators responded randomly to tests or resembled slow habituators in terms of complexity preferred. (ST)
Descriptors: Attention, Cognitive Development, Difficulty Level, Infants

Wohlwill, Joachim F. – Journal of Experimental Child Psychology, 1975
This study used meaningful pictorial material to compare the functions relating complexity to two different response variables (voluntary looking time and preference) in 192 students from grades 1 to 8. Age differences were slight, and results are discussed in terms of theories postulating increases with experience in preference for complexity.…
Descriptors: Aesthetic Education, Age Differences, Difficulty Level, Elementary School Students

Haaf, Robert A. – Journal of Experimental Child Psychology, 1974
Descriptors: Age Differences, Attention, Developmental Psychology, Difficulty Level
Weizmann, Fredric; And Others – 1979
The primary purpose of this study was to examine whether a general perceptual model developed by Vitz and Todd (1971), capable of dealing with multiple determinants of attending, is useful for understanding infant attending. The model, previously used in research with adults, assumes that perception can be represented as a stochastic sampling…
Descriptors: Age Differences, Attention, Difficulty Level, Infant Behavior

Vogel, Juliet M.; Loughlin, Kathleen A. – Journal of Educational Psychology, 1978
Preschool children copied peg locations with standardized comparison pegboards aligned horizontally and diagonally and with three levels of pegboard complexity. Error patterns varied with type of alignment and display complexity. Results failed to support Bryant's hypothesis that mirror image confusions are no more frequent than other in-line…
Descriptors: Difficulty Level, Error Patterns, Geometry, Perceptual Development

Gyr, J. W.; And Others – Human Development, 1974
A study of whether perceptual processes of children can be viewed within a structuralist frame of reference and whether the concept of the group of transformations and related notions can be used to formulate perceptual phenomena and to predict experimental results. (Author/CS)
Descriptors: Age Differences, Children, Cognitive Processes, Difficulty Level
McWhinnie, Harold J. – California Journal of Educational Research, 1970
Investigates effects of a specific method of art instruction designed to increase the individual's ability to handle visual complexity and detail. Implications of findings for art education are also discussed. ( MG)
Descriptors: Art Education, Behavioral Objectives, Cultural Enrichment, Difficulty Level

Schneider, Gary A.; Giambra, Leonard M. – Journal of Personality and Social Psychology, 1971
Descriptors: Cognitive Processes, Concept Formation, Difficulty Level, Information Processing
Kraus, Marcy L. – 1984
The effects of age, task, and egocentric responding on visual-spatial perspective taking were studied among 41 preschool children between 3.0 and 5.9 years of age. Children were individually administered three perspective-taking measures: the upside-down/right-side-up task, a block task, and a picture box task, all previously described in the…
Descriptors: Age Differences, Cognitive Processes, Difficulty Level, Egocentrism
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