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Direct linkRoberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2019
In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired-associate learning (PAL) only, PAL plus orthographic learning, or PAL plus…
Descriptors: Preschool Children, Alphabets, Cognitive Processes, Associative Learning
Poulsen, Mads; Juul, Holger; Elbro, Carsten – Journal of Research in Reading, 2015
It is well established that rapid automatised naming (RAN) correlates with reading ability. Despite several attempts, no single component process (mediator) has been identified that fully accounts for the correlation. The present paper estimated the explanatory value of several mediators for the RAN--reading correlation. One hundred and sixty-nine…
Descriptors: Naming, Reading Skills, Correlation, Preschool Children
Download full textRoberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…
Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups
Cimpian, Andrei; Markman, Ellen M. – Developmental Psychology, 2005
There is debate about whether preschool-age children interpret words as referring to kinds or to classes defined by shape similarity. The authors argue that the shape bias reported in previous studies is a task-induced artifact rather than a genuine word-learning strategy. In particular, children were forced to extend an object's novel label to…
Descriptors: Preschool Children, Associative Learning, Word Recognition, Learning Strategies
Peer reviewedSmothergill, Daniel W.; Cook, Harold – Perceptual and Motor Skills, 1971
Descriptors: Associative Learning, Cognitive Processes, Discrimination Learning, Learning Theories
Sigel, Irving – 1968
Representational competence refers to the individual's capability to respond appropriately to external representations. For example, a child engaged in a grouping task may collect together all like objects even if the group contains varying representations of the object, including (1) the object itself, (2) a three-dimensional likeness of the…
Descriptors: Abstract Reasoning, Associative Learning, Child Development, Classification
