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Peer reviewedHexcox, Kurt E.; Hagen, John W. – Journal of Experimental Child Psychology, 1971
Descriptors: Attention, Cognitive Processes, Hypothesis Testing, Language Role
Peer reviewedSchaffer, H. R.; Parry, M. H. – British Journal of Psychology, 1970
Descriptors: Discriminant Analysis, Discrimination Learning, Infant Behavior, Perceptual Development
Peer reviewedOlmsted, Patricia P.; Sigel, Irving E. – Child Development, 1970
Descriptors: Black Youth, Color, Kindergarten Children, Lower Class
Peer reviewedGaines, Rosslyn – Child Development, 1970
The results show that selective attention to color or form can be experimentally changed and is not developmentally determined for all Ss. (WY)
Descriptors: Color, Discrimination Learning, Pictorial Stimuli, Preschool Children
Van Abbe, Derek – Visual Educ, 1970
An attempt to describe "what is known today about the description of the talking and listening process," which concludes that "much of language can be a) considered as a motor-skill, and b) seen to be susceptible of motor-control." (Author/LS)
Descriptors: Communication (Thought Transfer), Language, Linguistics, Listening
Naito, Toru; Lipsitt, Lewis P. – J Exp Child Psychol, 1969
"The conditionability of the eyeblink response using a photocell method with human infants was explored... The data indicate the feasibility of studying such conditioning in young infants. (Author)
Descriptors: Auditory Stimuli, Behavior Change, Conditioning, Eye Movements
Nober, E. Harris – Except Children, 1970
Descriptors: Auditory Evaluation, Auditory Stimuli, Exceptional Child Research, Hearing (Physiology)
Fried, P. A. – Percept Mot Skills, 1970
Descriptors: Adults, Case Studies, Females, Improvement
Evans, Ross A.; Beedle, Randall K. – Amer J Ment Deficiency, 1970
A version of the paper was presented at the American Association on Mental Deficiency (Boston, May, 1968). (JM)
Descriptors: Discrimination Learning, Exceptional Child Research, Mental Retardation, Perception
Thor, Donald H. – J Exp Psychol, 1970
Descriptors: Analysis of Variance, Elementary School Students, Mild Mental Retardation, Visual Discrimination
Durand, V. Mark – Journal of the Association for the Severely Handicapped (JASH), 1982
Multitreatment and multiple baseline designs were used to determine the relative influences of task demands, vibration, and a brief overcorrection procedure on two topographies of self-injurious behavior in one 16-year-old severely retarded male. (Author/SEW)
Descriptors: Behavior Modification, Behavior Problems, Intervention, Self Mutilation
Peer reviewedMaurer, Daphne – Journal of Experimental Child Psychology, 1983
Investigates infants' scanning of two compound stimuli by presenting features (either squares or faces) inside a frame, the frame alone, and features alone. The apparent disappearance of external bias at about 21 months appears to apply to the scanning of only some compound figures. For schematic face figures, no external bias was found.…
Descriptors: Age Differences, Bias, Foreign Countries, Infant Behavior
Peer reviewedMcLeskey, James; And Others – Journal of Special Education Technology, 1982
A taxonomy of visual attention influencing devices for mentally retarded children is presented. Five studies involving educable mentally retarded students (primary-middle school) are discussed which identified motion, verbal pointers, arrows, and spatial location as the most effective attention influencing devices. Results had implications for…
Descriptors: Attention Control, Elementary Education, Material Development, Middle Schools
Peer reviewedSmitsman, A. W. – International Journal of Behavioral Development, 1982
Results demonstrate that number can be abstracted from an array of elements in estimating. Estimation appears to be based on the perception of a higher order structure, and persons of 8 years and older are able to abstract the structure from an array of objects. Even 6-year-old children can be trained to estimate by abstracting number. (Author/RH)
Descriptors: Adults, Age Differences, Children, Cognitive Processes
Peer reviewedLandis, Toby Y. – Child Development, 1982
Examines story retention after one-week interval as a function of topic familiarity and test-item relatedness. Second- and fifth-grade children participated. (MP)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Recognition (Psychology)
