Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Memory | 3 |
| Problem Solving | 3 |
| Children | 2 |
| Cognitive Processes | 2 |
| Experiments | 2 |
| Priming | 2 |
| Adults | 1 |
| Age Differences | 1 |
| Classification | 1 |
| Coding | 1 |
| Cognitive Development | 1 |
| More ▼ | |
Author
| Howe, Mark L. | 3 |
| Garner, Sarah R. | 2 |
| Ball, Linden J. | 1 |
| Charlesworth, Monica | 1 |
| Dewhurst, Stephen A. | 1 |
| Knott, Lauren | 1 |
| Rabinowitz, F. Michael | 1 |
| Saunders, Kelly | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkHowe, Mark L.; Garner, Sarah R.; Charlesworth, Monica; Knott, Lauren – Journal of Experimental Child Psychology, 2011
Can false memories have a positive consequence on human cognition? In two experiments, we investigated whether false memories could prime insight problem-solving tasks. Children and adults were asked to solve compound remote associate task (CRAT) problems, half of which had been primed by the presentation of Deese/Roediger-McDermott (DRM) lists…
Descriptors: Memory, Experiments, Problem Solving, Children
Howe, Mark L.; Garner, Sarah R.; Dewhurst, Stephen A.; Ball, Linden J. – Cognition, 2010
Previous research has suggested that false memories can prime performance on related implicit and explicit memory tasks. The present research examined whether false memories can also be used to prime higher order cognitive processes, namely, insight-based problem solving. Participants were asked to solve a number of compound remote associate task…
Descriptors: Problem Solving, Memory, Cognitive Processes, Experiments
Peer reviewedRabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly – Journal of Experimental Child Psychology, 2002
This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory…
Descriptors: Age Differences, Children, Classification, Cognitive Development
