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Peer reviewedTurner, Irene F.; Bentley, Grace – Contemporary Educational Psychology, 1982
Social-matching problems were verbally presented to children either with or without concrete models. In each condition, information was provided which was sufficient, superfluous, or irrelevant. Problems containing only irrelevant information were the most difficult, although models enhanced the performance of younger children but depressed the…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Foreign Countries
McWhirter, Elizabeth P. – 1979
Interpretation of experimental tasks is influenced by knowledge of the language used, by assessment of what the experimenter intends, and by how subjects themselves would normally represent the physical situation. Whether these processes in which children engage in cognitive studies differ from those employed by adults in similar tasks was…
Descriptors: Adults, Age Differences, Behavior Patterns, Children
