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The Role of Stimulus Salience in Young Children's Ability to Discriminate Two-Dimensional Rotations: Reflections on a Paradigm.
Peer reviewed Peer reviewed
Rosser, Rosemary A.; And Others – Contemporary Educational Psychology, 1985
Forty preschoolers were directed to mentally rotate a stimulus and to discriminate the rotated stimulus from among a set of alternatives. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young children. (Author/BS)
Descriptors: Cognitive Development, Imagery, Preschool Children, Preschool Education
Eye Movement Analysis of Information Processing under Different Testing Conditions.
Peer reviewed Peer reviewed
Dillon, Ronna F. – Contemporary Educational Psychology, 1985
Undergraduates were given complex figural analogies items, and eye movements were observed under three types of feedback: (1) elaborate feedback; (2) subjects verbalized their thinking and application of rules; and (3) no feedback. Both feedback conditions enhanced the rule-governed information processing during inductive reasoning. (Author/GDC)
Descriptors: Eye Movements, Feedback, Higher Education, Individual Testing
Direct and Indirect Testing of Picture Memory in Second and Sixth Grade Children.
Peer reviewed Peer reviewed
Lorsbach, Thomas C.; Morris, Angela K. – Contemporary Educational Psychology, 1991
Whether a developmental dissociation exists between direct and indirect tests of picture memory was studied using 29 second graders and 29 sixth graders given a 1-day retention interval. Sixth graders performed better than second graders when memory was tested directly, but the performance of both groups was comparable when memory was tested…
Descriptors: Age Differences, Child Development, Comparative Testing, Developmental Stages