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Peer reviewedBialystok, Ellen – Journal of Experimental Child Psychology, 2000
Two studies examined understanding of notational representation among 3- to 5-year-olds. Children solved problems when shown cards with a picture or word indicating identity or a quantity indicator. In the easier condition, children had difficulty solving the problems as a function of their familiarity with the notation, suggesting weaknesses in…
Descriptors: Child Development, Coding, Cognitive Development, Pattern Recognition
Direct linkKyte, Christiane S.; Johnson, Carla J. – Journal of Experimental Child Psychology, 2006
The objective of this research was to explore whether orthographic learning occurs as a result of phonological recoding, as expected from the self-teaching hypothesis. The participants were 32 fourth- and fifth-graders (mean age = 10 years 0 months, SD = 7 months) who performed lexical decisions for monosyllabic real words and pseudowords under…
Descriptors: Phonology, Grade 4, Grade 5, Word Recognition
