Descriptor
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| Child Development | 6 |
Author
| Caruso, John L. | 1 |
| Ciborowski, Tom | 1 |
| Cole, Michael | 1 |
| Cook, Harold | 1 |
| Denney, Douglas R. | 1 |
| Hollenberg, Clementina Kuhlman | 1 |
| Resnick, Lauren B. | 1 |
| Smothergill, Daniel | 1 |
| Yussen, Steven R. | 1 |
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| Liberia | 1 |
| United States | 1 |
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Peer reviewedCiborowski, Tom; Cole, Michael – Child Development, 1972
Two concept-formation experiments were conducted with groups of American and Liberian Ss differing in age and educational background. (Authors)
Descriptors: Age Differences, Concept Formation, Cross Cultural Studies, Cultural Differences
Peer reviewedCook, Harold; Smothergill, Daniel – Child Development, 1971
The logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)
Descriptors: Interference (Language), Learning Processes, Mediation Theory, Paired Associate Learning
Peer reviewedDenney, Douglas R. – Child Development, 1972
Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)
Descriptors: Age Differences, Concept Formation, Conceptual Tempo, Elementary School Students
Peer reviewedCaruso, John L.; Resnick, Lauren B. – Child Development, 1972
The present study is based on a form of task analysis that explicates in detail the hypothesized solution behavior of skilled performers of the task. (Authors)
Descriptors: Classification, Cognitive Development, Data Analysis, Kindergarten Children
Peer reviewedHollenberg, Clementina Kuhlman – Child Development, 1970
Descriptors: Age Differences, Analysis of Variance, Concept Formation, Elementary School Students
Peer reviewedYussen, Steven R. – Child Development, 1972
Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)
Descriptors: Age Differences, Discrimination Learning, Grade 2, Learning Processes
