Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Source
| Developmental Psychology | 8 |
Author
| Bates, John E. | 1 |
| Block, Jack | 1 |
| Dodge, Kenneth A. | 1 |
| Falaise, Aurelie | 1 |
| Fontaine, Reid Griffith | 1 |
| Gholson, Barry | 1 |
| Kagan, Jerome | 1 |
| Marsh, Herbert W. | 1 |
| Messer, Stanley B. | 1 |
| Penk, Walter | 1 |
| Pettit, Gregory S. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 4 |
Education Level
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 11 | 1 |
| Grade 3 | 1 |
| Grade 8 | 1 |
| Preschool Education | 1 |
Audience
| Researchers | 1 |
Location
| France | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Self Description Questionnaire | 1 |
What Works Clearinghouse Rating
Direct linkRiviere, James; Falaise, Aurelie – Developmental Psychology, 2011
An intriguing error has been observed in toddlers presented with a 3-location search task involving invisible displacements of an object, namely, the C-not-B task. In 3 experiments, the authors investigated the dynamics of the attentional focus process that is suspected to be involved in this task. In Experiment 1, 2.5-year-old children were…
Descriptors: Response Style (Tests), Disabilities, Toddlers, Toys
Fontaine, Reid Griffith; Yang, Chongming; Dodge, Kenneth A.; Pettit, Gregory S.; Bates, John E. – Developmental Psychology, 2009
Using longitudinal data on 585 youths (48% female; 17% African American, 2% other ethnic minority), the authors examined the development of social response evaluation and decision (RED) across childhood (Study 1; kindergarten through Grade 3) and adolescence (Study 2; Grades 8 and 11). Participants completed hypothetical-vignette-based RED…
Descriptors: Antisocial Behavior, Structural Equation Models, Response Style (Tests), Academic Achievement
Peer reviewedPenk, Walter – Developmental Psychology, 1971
The effect of subject age, sex, examiner, and stimulus word differences on developmental sequences of idiodynamic set responses in children's word associations was investigated. Subjects were 100 children, ages 7-11. The findings could not be interpreted as evidence of stage progressions, or hierarchical rankings in mediational processes. (NH)
Descriptors: Age Differences, Associative Learning, Examiners, Maturation
Peer reviewedYamamoto, Kaoru – Developmental Psychology, 1979
To ascertain if children assess experiences in terms of stress and if their perceptions generally agree with those of adults, fourth, fifth, and sixth graders rated 20 life events on a 7-point scale. (Author/MP)
Descriptors: Age Differences, Elementary School Students, Response Style (Tests), Responses
Peer reviewedSchuepfer, Therese; Gholson, Barry – Developmental Psychology, 1978
Assessed the effects of two different kinds of blank-trial problems for hypotheses upon performance of normal and retarded children of mental age levels 5 1/2 and 7 1/2. The probes varied legitimate and illegitimate position-oriented response sets. (Author/SS)
Descriptors: Children, Comparative Analysis, Handicapped Children, Intelligence
Peer reviewedKagan, Jerome; Messer, Stanley B. – Developmental Psychology, 1975
Attempted to clarify issues raised by Block, Block and Harrington regarding the conceptualization, validity and interpretation of reflection-impulsivity. (Author/SDH)
Descriptors: Conceptual Tempo, Elementary School Students, Generalization, Performance Factors
Peer reviewedBlock, Jack; And Others – Developmental Psychology, 1975
Responded to the various arguments advanced by Kagan and Messer in their rebuttal to the authors' review and research focusing on the interpretation of the Matching Familiar Figures Test. (Author/SDH)
Descriptors: Conceptual Tempo, Elementary School Students, Generalization, Performance Factors
Peer reviewedMarsh, Herbert W. – Developmental Psychology, 1986
Two studies examined second- through fifth-grade children's negative-item bias with responses to the Self Description Questionnaire and how it is related to cognitive development and reading achievement. Results showed that younger children and poorer readers responded less appropriately to negative items, thus biasing the interpretations of their…
Descriptors: Age Differences, Children, Cognitive Development, Elementary Education
