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A Developmental Study of the Effect of Organizational Cues on Short-Term Memory
Peer reviewed Peer reviewed
McCarver, Ronald B. – Child Development, 1972
The performance of the older subjects (10 years and up) was facilitated by the organizational cues, whereas that of younger subjects was not. (Author)
Descriptors: Age Differences, Cues, Data Analysis, Developmental Psychology
Mechanisms of Change in the Development of Cognitive Structures
Peer reviewed Peer reviewed
Kuhn, Deanna – Child Development, 1972
Study concerned with the mechanisms in terms of which the developmental transformation from one cognitive structure to another occurs. (Author)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Developmental Psychology
Temporal and Spatial Ordering in Recall by Five- to Eight-Year-Old Children
Peer reviewed Peer reviewed
Freeman, N. H. – Child Development, 1975
Descriptors: Children, Deafness, Developmental Psychology, Handicapped Children
The Effects of Grouping on Short-Term Serial Recall of Digits by Children: Developmental Trends
Peer reviewed Peer reviewed
Harris, Gilbert J.; Burke, Deborah – Child Development, 1972
Study investigates the effects of spatial and temporal grouping on short-term serial recall by elementary school children of three different grade levels. (Authors)
Descriptors: Age Differences, Cluster Grouping, Developmental Psychology, Elementary School Students
Developmental Shifts in Verbal Recall Between Mental Ages Two and Five
Peer reviewed Peer reviewed
Rossi, Sheila; Wittrock, M. C. – Child Development, 1971
Descriptors: Age Differences, Cluster Grouping, Developmental Psychology, Intellectual Development
Structure D'Ensemble, Multiple Classification, Multiple Seriation and Amount of Irrelevant Information
Peer reviewed Peer reviewed
Hamel, B. Remmo; Van Der Veer, M. A. A. – British Journal of Educational Psychology, 1972
A significant positive correlation between multiple classification was found, in testing 65 children aged 6 to 8 years, at the stage of concrete operations. This is interpreted as support for the existence of a structure d'ensemble of operational schemes in the period of concrete operations. (Authors)
Descriptors: Classification, Cognitive Processes, Developmental Psychology, Elementary School Students
Piaget's Theory as the Basis for the Assessment of Reading Disability and Suggested Remediation Through an Adapted Science Curriculum.
McProuty, Vivian Helen – 1971
The purpose of this study was to develop and apply a composite test instrument in order to compare the academic performance and cognitive functioning of boys in educationally handicapped and regular classes. Ten subtests were chosen from standard tests. Tests of seriation and classification were constructed; the battery was then administered to 64…
Descriptors: Academically Handicapped, Achievement, Classification, Cognitive Development
A Developmental Comparison of Social Class and Verbal Ability Influences on Piagetian Tasks
Peer reviewed Peer reviewed
Haney, Joanne H.; Hooper, Frank H. – Journal of Genetic Psychology, 1973
The lack of difference with regard to socioeconomic-status levels indicates that the previous research which revealed notable socioeconomic-status influences may have had socioeconomic status confounded to varying degrees with differences in underlying verbal skills. (Authors)
Descriptors: Developmental Psychology, Elementary School Students, Intelligence, Performance Factors
Judgment and Imaging Aspects of Operations: A Piagetian Study with Korean and Costa Rican Children
Peer reviewed Peer reviewed
Youniss, James; Dean, Anne – Child Development, 1974
Descriptors: Age Differences, Conservation (Concept), Cross Cultural Studies, Developmental Psychology
Multiple Seriation and Learning to Read.
Peer reviewed Peer reviewed
Watson, Alan J. – Australian Journal of Education, 1979
To investigate reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed. Problems of a test used by Lunzer and Dolan are discussed. Results showed that word recognition and reading comprehension at age nine correlate significantly with multiple seriation, independent of IQ. (Editor/SJL)
Descriptors: Beginning Reading, Cognitive Development, Developmental Psychology, Predictive Measurement