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Direct linkRoark, Casey L.; Lescht, Erica; Hampton Wray, Amanda; Chandrasekaran, Bharath – Developmental Psychology, 2023
Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…
Descriptors: Children, Preadolescents, Adults, Learning Modalities
Peer reviewedGottfried, Allen W.; And Others – Developmental Psychology, 1978
Infants ranging from 6 to 12 months were randomly assigned to one of three conditions: (1) allowed to look at a specified object, (2) allowed to look at and manipulate it, or (3) allowed to look at the object and to manipulate the transparent box in which it was encased. (JMB)
Descriptors: Infants, Learning Modalities, Memory, Object Manipulation
Peer reviewedAlexander, Richard – Developmental Psychology, 1977
Experiment 1 compared 6- and 8-year-old boys in inter- and intramodal matching of fast or slow spatiotemporal patterns with long or short interpattern intervals. Experiment 2 made the same comparisons for 7- and 9-year-old boys using temporal patterns. (Author/JMB)
Descriptors: Age Differences, Auditory Stimuli, Elementary Education, Elementary School Students
Peer reviewedKuhlman, Elizabeth S.; Wolking, William D. – Developmental Psychology, 1972
That there are differential rates of development of cross- and within-modal integration is not supported by the present results. (Authors)
Descriptors: Age Differences, Auditory Stimuli, Data Analysis, Elementary School Students
