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| Estes, Katherine W. | 1 |
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Peer reviewedEstes, Katherine W. – Journal of Experimental Child Psychology, 1976
In this study 56 prekindergarten and 174 kindergarten children learned to choose either the card with more or the card with fewer elements in simultaneous discrimination problems. Learning was faster when the card with more elements was positive, particularly when a zero-element card was involved. (Author/SB)
Descriptors: Cognitive Development, Concept Teaching, Discrimination Learning, Kindergarten Children
Peer reviewedSolomon, Joan – School Science Review, 1983
Discusses students' formation of concepts about energy, classifying responses as living/nonliving, human (vitalism or activity), and nonhuman (supply or demand). Observations were based on class discussions and free writing, followed by questioning to check on stability of concepts. Also collected and reported are student responses (examples of…
Descriptors: Age Differences, Cognitive Development, Comprehension, Concept Formation
