Descriptor
Source
| Child Development | 11 |
Author
| Adult, Ruth L. | 1 |
| Brown, Cheryl J. | 1 |
| Bruner, Jerome S. | 1 |
| Corbin, David W. | 1 |
| Frankel, Gusti W. | 1 |
| Haskins, Ron | 1 |
| Koslowski, Barbara | 1 |
| Mann, Leon | 1 |
| Mansfield, Richard S. | 1 |
| Massari, David J. | 1 |
| McKinney, James D. | 1 |
| More ▼ | |
Publication Type
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedHaskins, Ron; McKinney, James D. – Child Development, 1976
To examine the relationship between response accuracy and tempo, as measured by the Matching Familiar Figures Test (MFF) and criterion measures, 233 7-, 9-, and 11-year-olds were given the MFF, two problem-solving tasks, and a test of academic achievement. (Author/JH)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary School Students, Problem Solving
Peer reviewedPick, Anne D.; Frankel, Gusti W. – Child Development, 1974
This study investigated the hypothesis that there is a developmental trend toward greater flexibility of strategies in visual selection. Subjects were 48 second and sixth graders. (Author/SDH)
Descriptors: Age Differences, Developmental Psychology, Elementary School Students, Pictorial Stimuli
Peer reviewedBrown, Cheryl J. – Child Development, 1974
Descriptors: Age Differences, Developmental Psychology, Elementary School Students, Pictorial Stimuli
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 reviewedAdult, Ruth L. – Child Development, 1973
It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)
Descriptors: Cognitive Processes, Conceptual Tempo, Elementary School Students, Games
Peer reviewedMassari, David J.; Mansfield, Richard S. – Child Development, 1973
It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)
Descriptors: Black Youth, Cognitive Ability, Cues, Grade 1
Peer reviewedKoslowski, Barbara; Bruner, Jerome S. – Child Development, 1972
Study is concerned with the commonalities between the development of skill and the development of problem solving. (Authors)
Descriptors: Age Differences, Data Analysis, Preschool Children, Problem Solving
Peer reviewedMann, Leon – Child Development, 1973
It was concluded that in grade school children the tendency to be reflective in problem solving also entails a disposition to take longer in making decisions. (Author)
Descriptors: Age Differences, Conceptual Tempo, Decision Making, Grade 1
Peer reviewedOdom, Richard D.; Corbin, David W. – Child Development, 1973
Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…
Descriptors: Cognitive Development, Dimensional Preference, Elementary School Students, Information Processing
Peer reviewedSaarni, Carolyn Ingrid – Child Development, 1973
Results indicated that Piagetian developmental level significantly predicted problem-solving performance, whereas level of field independence did not appear to clarify individual differences in a meaningful way. (Author)
Descriptors: Age Differences, Cognitive Development, Grade 6, Junior High School Students
Peer reviewedRuble, Diane N.; Nakamura, Charles Y. – Child Development, 1973
This study examined variables related to problem-solving approaches of young children, using the theoretical framework provided by Zigler and collaborators in their work on outerdirectedness. Four aspects of outerdirectedness were examined: developmental trends, different types of reinforcement, task difficulty, and pride in accomplishment. (ST)
Descriptors: Age Differences, Child Development, Elementary School Students, Expectation
