Descriptor
| Cognitive Processes | 11 |
| Data Analysis | 9 |
| Age Differences | 5 |
| Preschool Children | 4 |
| Concept Formation | 3 |
| Conservation (Concept) | 3 |
| Responses | 3 |
| Tables (Data) | 3 |
| Task Performance | 3 |
| Elementary School Students | 2 |
| Grade 1 | 2 |
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Source
| Developmental Psychology | 11 |
Author
| Buzman, Richard D. | 1 |
| Chandler, Michael J. | 1 |
| Cooper, Lynn A. | 1 |
| Curcio, Frank | 1 |
| Elkind, David | 1 |
| Greenspan, Stephen | 1 |
| Grober, Ellen H. | 1 |
| Kohn, Martin | 1 |
| Kornfield, Barbara | 1 |
| Loftus, Elizabeth F. | 1 |
| McKinney, James D. | 1 |
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Peer reviewedOdom, Richard; Buzman, Richard D. – Developmental Psychology, 1972
It was shown that hierarchies change with development and that relative salience of a dimension is negatively associated with both reaction time of choice and number of errors on the identity task. (Authors)
Descriptors: Cognitive Processes, Data Analysis, Elementary School Students, Perceptual Development
Peer reviewedMcKinney, James D. – Developmental Psychology, 1973
Reflective subjects generated characteristically different and more efficient hypothesis-testing strategies than impulsive subjects. (Author)
Descriptors: Cognitive Processes, Conceptual Tempo, Data Analysis, Grade 2
Peer reviewedLoftus, Elizabeth F.; Grober, Ellen H. – Developmental Psychology, 1973
This study is consistent with a model of semantic memory that assumes that the memory store is organized primarily into noun categories, and that the process of retrieving information from this store consists of entering the appropriate category as a first step. (Authors)
Descriptors: Cognitive Processes, Data Analysis, Grade 1, Information Retrieval
Peer reviewedSinger, Dorothy G.; Kornfield, Barbara – Developmental Psychology, 1973
Given a chance to eat the candy or drink the juice in this study, the 5-year-olds, 7-year-olds and young adults failed to conserve and made choices based on what they said was appearance of greater quantity rather than upon the already established equivalencies. (Authors/CB)
Descriptors: Age Differences, Cognitive Processes, Conservation (Concept), Data Analysis
Peer reviewedRoberge, James J.; Paulus, Dieter H. – Developmental Psychology, 1971
Descriptors: Age Differences, Analysis of Variance, Cognitive Processes, Deduction
Peer reviewedCurcio, Frank; And Others – Developmental Psychology, 1972
Children who recognize a compensatory relationship between height-width dimensions are more susceptible to conservation training than children who do not recognize this relationship. (Authors)
Descriptors: Cognitive Processes, Compensation (Concept), Concept Formation, Conservation (Concept)
Peer reviewedElkind, David; Schoenfeld, Eva – Developmental Psychology, 1972
Results confirm the hypothesis that identity and equivalence conservation require different mental processes. (Authors/MB)
Descriptors: Age Differences, Cognitive Processes, Concept Formation, Conservation (Concept)
Peer reviewedTversky, Barbara – Developmental Psychology, 1973
It is evident from this task that preschool children can remember simple pictures as well as their names, that either pictorial or verbal codes can mediate memory of either pictures or words in accordance with task demands, and that same-different judgments tend to be faster to pictures than to words. (Author)
Descriptors: Cognitive Processes, Data Analysis, Learning Modalities, Memory
Peer reviewedWeintraub, Daniel J.; Cooper, Lynn A. – Developmental Psychology, 1972
Testing Pollack's hypothesis that decreases in effective contour contrast (resulting from a decrease in receptor sensitivity with age or from a change in actual stimulus contrast) lead to decreases in illusion magnitude. Conclusions are questioned by Sjostrom and Pollack (PS 501 740). (Author/MB)
Descriptors: Age Differences, Cognitive Processes, Contrast, Data Analysis
Peer reviewedChandler, Michael J.; Greenspan, Stephen – Developmental Psychology, 1972
Author challenges the findings of Helene Borke who presented evidence interpreted as demonstrating that children as young as 3 years of age were able to successfully abandon their own egocentric perspectives and adopt the points of view of others. Rejoinder by Borke is presented in PS 502 130. (MB)
Descriptors: Age, Age Differences, Cognitive Processes, Concept Formation
Peer reviewedKohn, Martin; Rosman, Bernice – Developmental Psychology, 1972
Findings suggest that the child who is curious, alert, and assertive will learn more from his environment and that the child who is passive, apathetic, and withdrawn will learn less about his environment because of his diminished contact. (Authors)
Descriptors: Academic Achievement, Cognitive Processes, Elementary Education, Emotional Adjustment
