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Lexical Marking and the Acquisition of Relational Size Concepts
Peer reviewed Peer reviewed
Marschark, Marc – Child Development, 1977
This study demonstrated that 3- and 4-year-old children could locate the next biggest member of a series when they were first directed to locate a terminal member of the array. (SB)
Descriptors: Concept Formation, Fundamental Concepts, Preschool Children, Preschool Education
The Development of Intuitions about Cognitive Cueing
Peer reviewed Peer reviewed
Gordon, F. Robert; Flavell, John H. – Child Development, 1977
Children 3 1/2 and 5 years of age were tested for their intuitive knowledge of the psychological fact that one mental event may trigger or cue another related mental event. (JMB)
Descriptors: Age Differences, Cognitive Processes, Concept Formation, Fundamental Concepts
Understanding of Mental Processes: A Developmental Study of "Remember" and "Forget."
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Wellman, Henry M.; Johnson, Carl N. – Child Development, 1979
Assesses comprehension of the mental verbs "remember" and "forget" among three-, four-, five-, and seven-year-old children by having the child judge whether or not toy characters in different situations remembered or forgot. (Author/RH)
Descriptors: Age Differences, Comprehension, Concept Formation, Elementary Education
Front, Back, and Side: Stages of Acquisition. Papers and Reports on Child Language Development, No. 8.
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Kuczaj, Stan A., II; Maratsos, Michael P. – Child Development, 1974
The concepts of front, back, and side may be easily understood in relation to an intrinsically fronted item, but with a nonfronted object they depend on situational or psychological cues. A study investigated a child's awareness of the front, back, and side of his own body and of fronted and nonfronted objects. Researchers hypothesized that a…
Descriptors: Child Development, Child Language, Cognitive Development, Comprehension