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| Child Development | 12 |
Author
| Barg, M. D. | 1 |
| Cantor, Joan H. | 1 |
| Cooper, Deborah L. | 1 |
| Doan, Helen McK. | 1 |
| Fisher, Celia B. | 1 |
| Heyman, Gail D. | 1 |
| Judd, Susan A. | 1 |
| Kobasigawa, Akira | 1 |
| Lemond, Carolyn M. | 1 |
| Mervis, Carolyn B. | 1 |
| Miller, Leon K. | 1 |
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| Journal Articles | 6 |
| Reports - Research | 6 |
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Peer reviewedParrill-Brunstein, Melinda – Child Development, 1978
Investigated the effectiveness of a training procedure corresponding to a component analysis of a hypothesis-testing task in improving kindergarten children's problem-solving abilities. (Author/JMB)
Descriptors: Feedback, Hypothesis Testing, Kindergarten Children, Problem Solving
Peer reviewedDoan, Helen McK.; Cooper, Deborah L. – Child Development, 1971
Descriptors: Conditioning, Cues, Discrimination Learning, Kindergarten Children
Peer reviewedOdom, Richard; Lemond, Carolyn M. – Child Development, 1974
The present study was designed to identify sources of information in the human face and to determine how this information is processed by young children in solving problems. (ST)
Descriptors: Information Processing, Kindergarten Children, Perceptual Development, Problem Solving
Transitive Inferences within Seriation Problems Assessed by Explanations, Judgments, and Strategies.
Peer reviewedMoore, Gary W. – Child Development, 1979
Responses to eight seriation tasks presented to 88 male kindergarten children and first-, second-, and third-grade students produced significant mean differences in explanations and strategies but no mean differences in judgment. A new experimental procedure, which allows explanations and strategies to be assessed, is advocated. (RH)
Descriptors: Age Differences, Elementary School Students, Kindergarten Children, Males
Peer reviewedHeyman, Gail D.; And Others – Child Development, 1992
Investigated the possibility that some kindergartners exhibit patterns of affective reactions associated with helplessness. Results indicated that, after they were criticized by their teachers, some kindergartners showed affective reactions and made self-evaluations associated with motivational helplessness. Reactions were related to conceptions…
Descriptors: Academic Achievement, Beliefs, Criticism, Helplessness
Peer reviewedRyan, David; Kobasigawa, Akira – Child Development, 1971
Descriptors: Age Differences, Concept Formation, Cues, Generalization
Peer reviewedTatarsky, Julian H. – Child Development, 1974
Presents an investigation of the hypothesis that an increase in the salience of the total class dimension should improve class-inclusion performance. Subjects were 220 children in kindergarten through third grades. (SDH)
Descriptors: Developmental Tasks, Dimensional Preference, Elementary School Students, Kindergarten Children
Peer reviewedJudd, Susan A.; Mervis, Carolyn B. – Child Development, 1979
The results of two experiments showed that five year olds can learn to solve class-inclusion problems if they are forced to consider the contradiction between their incorrect answers and their correct counting of the superordinate and subordinate classes. (JMB)
Descriptors: Classification, Computation, Conflict Resolution, Early Childhood Education
Peer reviewedCantor, Joan H.; Spiker, Charles C. – Child Development, 1979
Subjects were trained against their initial dimensional preference in a two-dimensional simultaneous discrimination learning task. (RH)
Descriptors: Age Differences, Dimensional Preference, Discrimination Learning, Elementary School Students
Peer reviewedRosen, Catherine Elkin – Child Development, 1974
Descriptors: Black Youth, Cognitive Development, Disadvantaged, Dramatic Play
Peer reviewedFisher, Celia B. – Child Development, 1982
In the first experiment, 16 kindergarten children were tested on vertical/horizontal and oblique discriminations in symmetrical and asymmetrical alignments. When stimuli were asymmetrically aligned, the former discrimination was learned as rapidly as the latter. The second experiment demonstrated that the influence of configurational cues in…
Descriptors: Cognitive Processes, Difficulty Level, Early Childhood Education, Kindergarten Children
Peer reviewedMiller, Leon K.; Barg, M. D. – Child Development, 1982
In a series of experiments, young children were asked to compare the quantities of classes of objects under two conditions: (1) when one of the classes of objects is a subordinate of the other (the traditional class-inclusion problem), and (2) when the terms refer to exclusive sets but different levels of generality. (Author/RH)
Descriptors: Classification, Cognitive Ability, Cognitive Development, Context Effect
