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Peer reviewedBrown, Bill R. – Perceptual and Motor Skills, 1971
Descriptors: Cognitive Processes, College Students, Concept Formation, Learning Processes
Peer reviewedKirsner, Kim – British Journal of Psychology, 1972
Auditory and visual recognition were studied in subjects ranging in age from 10 to 60 years. In comparison with perceptual and response factors, memory scanning time is relatively insensitive to age differences, and auditory recognition involves the use of a pre-linguistic memory system insensitive to age differences. (Author/MF)
Descriptors: Age Differences, Auditory Perception, Auditory Tests, Memory
Peer reviewedAdkins, Patricia L.; And Others – Perceptual and Motor Skills, 1971
Descriptors: Factor Analysis, Learning Disabilities, Measurement Instruments, Memory
Peer reviewedFazio, Anthony F.; And Others – Journal of Educational Psychology, 1971
Descriptors: Autoinstructional Aids, Behavior Change, Educationally Disadvantaged, Learning Motivation
Peer reviewedZajonc, Robert B.; And Others – Journal of Personality and Social Psychology, 1971
Descriptors: Affective Behavior, Attitudes, Behavioral Science Research, College Students
Peer reviewedGoodstein, H. A.; And Others – Reading Teacher, 1970
Descriptors: Disadvantaged Youth, Grade 2, Intelligence Quotient, Memory
Peer reviewedMackworth, N. H.; Brunner, J. S. – Human Development, 1970
Descriptors: Adults, Age Differences, Children, Cognitive Processes
Peer reviewedCairns, Nancy U.; Steward, Margaret S. – Child Development, 1970
Descriptors: Cerebral Dominance, Kindergarten Children, Males, Preschool Children
Enterline, Esther Goldstein – Percept Mot Skills, 1970
Descriptors: Discrimination Learning, Imagery, Kindergarten Children, Learning Theories
Lowery, Lawrence F.; Allen, Leslie R. – J Res Sci Teaching, 1970
Presents the procedures, results, and conclusions of a study designed to examine the performance of three distinct socioeconomic groups on several dimensions of resemblance sorting. (LC)
Descriptors: Concept Formation, Elementary School Science, Learning, Sex Differences
Peer reviewedField, Tiffany M.; Walden, Tedra A. – Child Development, 1982
The production and discrimination of eight basic facial expressions were investigated among 34 preschool children three to five years of age. Children's productions were elicited and videotaped under four different prompting conditions. Children's discrimination of drawings depicting facial expressions, sociometric ratings, and spontaneous…
Descriptors: Adults, Facial Expressions, Nonverbal Communication, Observation
Peer reviewedSuddick, Richard P.; And Others – Journal of Dental Education, 1982
Two tests of field dependence-independence (the Embedded Figures Test and Inverted Tracing Test) are examined as potential predictors of student clinical performance. Results suggest that field-independent students may have an advantage in the clinical dental curriculum. (Author/MSE)
Descriptors: Academic Achievement, Clinical Experience, Cognitive Style, Dental Students
Peer reviewedTaylor, Ellen; And Others – Perceptual and Motor Skills, 1982
Children's abilities to judge "who is older" without using size as a cue were studied. Five-year-olds were better able to discriminate age than four-year-olds but were not equal to adults. No significant sex differences were found. (Author/RD)
Descriptors: Age Differences, Chronological Age, Cognitive Development, Physical Characteristics
Peer reviewedLewis, Michael; Brooks-Gunn, Jeanne – Intelligence, 1981
The authors discuss methodological and theoretical issues in psychological investigations of infant attention, fixation times, habituation, and intelligence. A consensus on how to measure individual differences in habituation has not been reached. The relation between IQ and attention is discussed. (RD)
Descriptors: Attention, Cognitive Measurement, Individual Differences, Infants
Peer reviewedEgeth, Howard E.; Santee, Jeffrey L. – Journal of Experimental Psychology: Human Perception and Performance, 1981
Effects of target-noise similarity on the ability to discriminate between two target letters were investigated. Performance was low when the noise letter shared the same name as the target. Thus, interletter interference effects cannot be explained in terms of inhibition between visual features. A "cognitive masking" hypothesis is proposed.…
Descriptors: Cognitive Processes, Higher Education, Inhibition, Letters (Alphabet)
