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The Effects of Stimulus Type, Training, and Chronological Age on Children's Identification and Recoding of Multidimensional Stimuli.
Peer reviewed Peer reviewed
Spiker, Charles C.; Cantor, Joan H. – Journal of Experimental Child Psychology, 1980
Results indicated the following: unitary stimuli were easier to encode; partitioned stimuli were easier to recode; recoding was much more difficult than encoding; extended training improved performance; second graders were slightly better at encoding and much better at recoding than were kindergarten children. (Author/DB)
Descriptors: Age Differences, Cognitive Processes, Discrimination Learning, Elementary School Students
Facilitating and Interfering Effects of Stimulus Naming on Children's Motor Paired-Associate Learning
Peer reviewed Peer reviewed
Cantor, Joan H. – Journal of Experimental Child Psychology, 1970
Descriptors: Discrimination Learning, Junior High School Students, Mediation Theory, Paired Associate Learning