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Download full textGottfried, Adele E. – 1975
Developmental selective learning processes of elementary school age children were investigated using two types of incidental learning methodologies. The purposes of this study were to: (1) compare the effects of the two types of incidental learning paradigms, and (2) determine the influence of different kinds of stimulus relationships on…
Descriptors: Attention, Cognitive Development, Comparative Analysis, Elementary School Students
McKellar, Nancy A. – 1984
An experiment was conducted to determine whether tutoring is a learning activity from which the tutor, as well as the tutee, gains cognitively. Undergraduate students (N=80) participated in the study. Half of the subjects studied selected material to tutor another subject. The other half studied material to prepare for a test that they would take.…
Descriptors: Achievement Gains, Cognitive Development, Comprehension, Higher Education
PDF pending restorationCopeland, Anne P.; Moll, Nadine W. – 1979
The differences in performance on a variety of cognitive measures were studied in 67 learning disabled (LD) and normal elementary school children. Younger and older Ss were administered tests of conceptual sorting, central and incidental learning, and selective attention. Teacher ratings of classroom hyperactive behavior were also examined. LD Ss…
Descriptors: Age Differences, Attention, Behavior, Classification
Elliott, Stephen N.; Carroll, James L. – 1979
Memory of incidentally learned material was investigated across three developmental levels in immediate and 24-hour delay conditions. First grade, sixth grade, and college students were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Higher Education
Carlson-Kest, Evelyn – 1969
The development of children's language skills was studied in an experimental research project involving programmed versus incidental instruction in a prekindergarten program. It was hypothesized that children who attended a prekindergarten with programed instruction would score significantly higher on language skills tests than would a comparable…
Descriptors: Cognitive Development, Early Childhood Education, Educationally Disadvantaged, Experimental Programs
Gomez, Guillermo Orozco – 1986
This paper makes a critical exploration into the core epistemological assumptions of mainstream television effects research and explains why the mainstream study of the cognitive impact of television on children suffers from two reductionist tendencies, i.e., television is understood by most researchers to be solely a technical medium, and most…
Descriptors: Adolescents, Beliefs, Children, Cognitive Development
