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Peer reviewedKail, Robert – Journal of Experimental Child Psychology, 1988
In two experiments, 168 subjects aged 8-22 years performed visual search and memory search tasks (experiment 1) or memory search, mental rotation, analogical reasoning, and mental addition tasks (experiment 2). Increases with age in speeds of visual and memory search were described well by exponential functions. (SKC)
Descriptors: Adolescents, Age Differences, Children, Cognitive Development
Peer reviewedDale, Philip S.; Cole, Kevin N. – Exceptional Children, 1988
Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)
Descriptors: Cognitive Development, Language Acquisition, Memory, Mild Disabilities
Peer reviewedMosenthal, Peter B. – Reading Teacher, 1987
Argues that a problem with the storage and conduit metaphor lies in its attention to representational knowledge while giving little attention to cognitive knowledge. (JC)
Descriptors: Cognitive Development, Cognitive Style, Libraries, Memory
Peer reviewedDeLoache, Judy S.; Brown, Ann L. – Intelligence, 1987
Memory-based searching was compared in 15 developmentally delayed and 24 normal two-year-olds. In a relatively easy memory task, individual differences were minimal, but searching for a plausible alternative location based on memory revealed marked individual differences and an important difference in the cognitive functioning of the delayed…
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Processes, Developmental Disabilities
Peer reviewedMann, Virginia A.; And Others – Journal of Child Language, 1984
Discusses results of a study of good and poor third-grade readers that indicates that difficulties with phonetic representation could underlie the inferior sentence comprehension of poor beginning readers. In addition, the finding that these children place greater reliance on immature processing strategies raised further possibility that tempo of…
Descriptors: Cognitive Development, Listening Comprehension, Memory, Phonetics
Peer reviewedFurth, Hans G.; And Others – Child Development, 1974
The dependence of immediate, short-term and long-term reproductive memory on operative understanding was studied in elementary school students. Results are interpreted in terms of Piaget's theory. (ST)
Descriptors: Cognitive Development, Comprehension, Elementary School Students, Intellectual Development
Peer reviewedSmythe, P. C.; And Others – Modern Language Journal, 1973
Describes an experiment which determined the amount of loss in French skills that students suffer during the summer vacation between grade 9 and grade 10; research supported by a grant from the Ontario Ministry of Education. (RL)
Descriptors: Cognitive Development, Cognitive Processes, Language Instruction, Memory
Peer reviewedSchmitt, Frederick A.; And Others – Journal of Gerontology, 1981
Three groups of older adults were compared on a free recall task with categorizable lists. Data showed that older adults' memory performance is modifiable and that efficient performance is obtained when instructional training is aimed at the processes that are crucial to task performance. (Author)
Descriptors: Classification, Cognitive Development, Memorization, Memory
Peer reviewedBrainerd, Charles J. – Psychological Review, 1981
The development of probability judgment is explained in terms of working memory, composed of four types of storage operations and three types of processing operations. Age changes in probability judgment were related to changes in frequency retrieval, which stem from changes in constraints on work-space capacity. (Author/RD)
Descriptors: Cognitive Development, Cognitive Processes, Early Childhood Education, Foreign Countries
Peer reviewedPerlmutter, Marion; And Others – Child Development, 1981
In three experiments, three- and four-and-a-half-year-old preschool children were tested on free and cued recall tasks in which semantic and contextual cues were manipulated. When context and target items were integrated experimentally at presentation, unrelated context cues improved recall. A developmental increase in the effectiveness of…
Descriptors: Age Differences, Cognitive Development, Context Clues, Cues
Peer reviewedSophian, Catherine – Merrill-Palmer Quarterly, 1980
Critically evaluates habituation and related models for studying infant memory, focusing on methodological and substantive limitations which restrict the derivation of information from them. The essay considers existing research on the development of object permanence as an alternative source of information about infant memory. (Author/DB)
Descriptors: Cognitive Development, Infants, Memory, Novelty (Stimulus Dimension)
Peer reviewedChristie, Daniel J.; Schumacher, Gary M. – Journal of Reading Behavior, 1978
This study sought to determine if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies and if older children use the high order relations in prose more efficiently than younger children. (HOD)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Elementary Education
Peer reviewedBrown, Ann L.; French, Lucia A. – Child Development, 1976
Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)
Descriptors: Cognitive Development, Cognitive Processes, Cues, Elementary Education
Peer reviewedHenek, Tomacine; Miller, Leon K. – Child Development, 1976
Descriptors: Age Differences, Cognitive Development, Elementary School Students, Incidental Learning
Peer reviewedMcCormack, Teresa; Russell, James – Journal of Experimental Child Psychology, 1997
Examined 4-, 6- and 8-year-old children's recency and frequency judgments, using drawings of common objects. Found accuracy of recency and frequency judgments improved between 4 and 6 years of age. Found no evidence that children in any age-group based their recency judgments on trace-strength information in episodic recall; found some evidence…
Descriptors: Cognitive Development, Educational Research, Memory, Preschool Children


