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Download full textReder, Lynne M. – 1985
There are two dominant approaches to understanding human memory, one in the tradition of Ebbinghaus, the other in the tradition of Bartlett. The former approach views learning as the formation of associations, while the latter views memory as the process of reconstruction of fragments based on prior knowledge. These positions are often considered…
Descriptors: Association (Psychology), Cognitive Restructuring, Educational Research, Learning
Peer reviewedRatner, Hilary Horn; And Others – Journal of Experimental Child Psychology, 1986
Examines development of event memory by determining how personally experienced events with two types of structure were reported by kindergartners and adults. Events in making and playing with clay were organized causally and temporally. Results show that adults and children used a goal-based hierarchical structure to remember events, although use…
Descriptors: Adults, Age Differences, Classification, Cognitive Development
Chi, Michelene T. H.; Rees, Ernest T. – Contributions to Human Development, 1983
Responding to recent advances in developmental and cognitive science research on knowledge acquisition, this report presents a theoretical framework for analyzing cognitive development as a process of learning. The first section summarizes three developmental characteristics recognized in both the Piagetian and the quantita experimental tradition:…
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Developmental Stages
Ornstein, Peter A.; Naus, Mary J. – 1984
A dominant theme in cognitive psychology is that prior knowledge in long-term memory has a strong influence on an individual's cognitive processing. Citing numerous memory studies with children, knowledge base effects are presented as part of a broader picture of memory development. Using the sort/recall procedure (asking subjects to group sets of…
Descriptors: Age Differences, Cognitive Development, Cognitive Structures, Developmental Stages
Chandran, Sarath; And Others – 1985
Evidence from the research literature suggests that a variety of cognitive factors are responsible for chemistry achievement. This investigation examined the role that four cognitive factors, namely, prior knowledge, formal reasoning ability, memory capacity and field independence/dependence, play on achievement in chemistry as measured by tests…
Descriptors: Abstract Reasoning, Academic Achievement, Achievement Tests, Chemistry
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1983
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the effects of metacognitive comprehension monitoring strategies on fourth grade students' reading comprehension and recall performance; (2) elementary school…
Descriptors: Annotated Bibliographies, Context Clues, Discourse Analysis, Doctoral Dissertations
