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Children Show Heightened Knew-It-All-Along Errors When Learning New Facts about Kinds: Evidence for the Power of Kind Representations in Children's Thinking
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Sutherland, Shelbie L.; Cimpian, Andrei – Developmental Psychology, 2015
Several proposals in the literature on conceptual development converge on the claim that information about "kinds of things" in the world has a privileged status in children's cognition, insofar as it is acquired, manipulated, and stored with surprising ease. Our goal in the present studies (N = 440) was to test a prediction of this…
Descriptors: Children, Concept Formation, Learning, Prediction
Differences in Binding and Monitoring Mechanisms Contribute to Lifespan Age Differences in False Memory
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Fandakova, Yana; Shing, Yee Lee; Lindenberger, Ulman – Developmental Psychology, 2013
Based on a 2-component framework of episodic memory development across the lifespan (Shing & Lindenberger, 2011), we examined the contribution of memory-related binding and monitoring processes to false memory susceptibility in childhood and old age. We administered a repeated continuous recognition task to children (N = 20, 10-12 years),…
Descriptors: Memory, Recall (Psychology), Concept Formation, Cognitive Processes
Quantitative Models for Children's Concept Learning from a Developmental Perspective
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Block, Karen K.; And Others – Developmental Psychology, 1973
Results showed that reversal shift was easier than extradimensional shift and that relative shift difficulty was unaffected by instructions, in contrast to findings with college-age subjects. (Authors)
Descriptors: Age Differences, Concept Formation, Data Analysis, Developmental Psychology