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
| Correlation | 2 |
| Pretests Posttests | 2 |
| Task Analysis | 2 |
| Attribution Theory | 1 |
| Child Behavior | 1 |
| Child Development | 1 |
| Children | 1 |
| Concept Formation | 1 |
| Cooperative Learning | 1 |
| Elementary School Students | 1 |
| Gender Differences | 1 |
| More ▼ | |
Source
| Child Development | 2 |
Author
| Coffman, Jennifer L. | 1 |
| Grammer, Jennie | 1 |
| Leman, Patrick J. | 1 |
| Ornstein, Peter | 1 |
| Rutland, Adam | 1 |
| Skipper, Yvonne | 1 |
| Watling, Dawn | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkLeman, Patrick J.; Skipper, Yvonne; Watling, Dawn; Rutland, Adam – Child Development, 2016
Three hundred and forty-one children (M[subscript age] = 9,0 years) engaged in a series of science tasks in collaborative, same-sex pairs or did not interact. All children who collaborated on the science tasks advanced in basic-level understanding of the relevant task (motion down an incline). However, only boys advanced in their conceptual…
Descriptors: Child Development, Gender Differences, Science Activities, Task Analysis
Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter – Child Development, 2013
Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders ("N" = 54, "M"[subscript age] = 7 years)…
Descriptors: Longitudinal Studies, Mnemonics, Memory, Pretests Posttests
