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Mental Effort and Elaboration: A Developmental Analysis.
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Kee, Daniel W.; Davies, Leslie – Contemporary Educational Psychology, 1988
Dual task procedures (finger tapping and associative memory) were used to examine developmental differences in the amount of mental effort required to deploy rehearsal and elaboration. Sixth-grade and college students participated. Some evidence for a developmental difference in mental effort was found. (TJH)
Descriptors: Age Differences, Association (Psychology), Cognitive Development, College Students
Research on Adult Learning and Memory: Retrospect and Prospect.
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Hultsch, David F.; Pentz, C. A. – Contemporary Educational Psychology, 1980
Descriptions of cognitive development are determined by the metamodel on which theories and data are based. The associative and information processing approaches have generated much of the research on adult learning and memory. A contextual approach, emphasizing perceiving, comprehending, and remembering, is emerging in the present historical…
Descriptors: Adults, Age Differences, Cognitive Development, Cognitive Processes
Performance of Montessori and Traditionally Schooled Nursery Children on Social Cognitive Tasks and Memory Problems.
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Yussen, Steven R. – Contemporary Educational Psychology, 1980
Four-year-olds attending traditional and Montessori preschools were compared on two memory tasks and on three social cognitive reasoning tasks. Although the Montessori students performed better on the recognition task, there were no other significant differences between the groups. Conclusions about the Montessori curriculum were made. (GDC)
Descriptors: Cognitive Development, Cognitive Objectives, Communication Skills, Curriculum Evaluation
The Development of Natural Language Mediators.
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Mahoney, Gerald J. – Contemporary Educational Psychology, 1979
Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Learning Processes
Developmental Aspects of Activating Voluntary and Involuntary Memory Processes during Reading.
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Roberts, Theresa A. – Contemporary Educational Psychology, 1989
Western and Soviet views of memory-related performance are synthesized. Whether middle childhood-aged students comprehend better with meaning-based (involuntary) strategies due to the importance of semantic focus, and whether adolescent students comprehend better with memory-oriented (voluntary) strategies were studied with 243 students in grades…
Descriptors: Adolescents, Age Differences, Child Development, Children
A Developmental Study of Memory Monitoring and Strategy Selection.
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McGivern, Julia E.; And Others – Contemporary Educational Psychology, 1990
Developmental differences in the acquisition of information about strategy efficiency gleaned from observation of a peer model were assessed among 60 second and 60 seventh graders and 60 undergraduate students. At each age level, 20 subjects were randomly assigned to each of 3 experimental conditions. Developmental differences were considerable.…
Descriptors: Age Differences, Associative Learning, Cognitive Development, Comparative Analysis