NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
The Relationship Between Cognitive Style, Memory and Attention in Preschoolers.
Peer reviewed Peer reviewed
Haynes, Vernon F.; Miller, Patricia H. – Child Study Journal, 1987
This study examined the relationship between cognitive style and information processing in preschoolers, and described developmental changes in their performance on a central-incidental learning task. Sixty preschoolers, in two age groups (mean ages of 4-1 and 4-11), were administered tests of reflection-impulsivity, field dependence-independence,…
Descriptors: Cognitive Development, Cognitive Style, Conceptual Tempo, Field Dependence Independence
Incidental Learning, Distraction, and Sustained Attention in Hyperactive and Control Subjects.
Peer reviewed Peer reviewed
Aman, Michael G.; Turbott, Sarah H. – Journal of Abnormal Child Psychology, 1986
Thirty-two hyperactive children (ages 5-11) and 32 controls were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. It was concluded that a deficit in sustained attention and impulsivity best described the group differences.…
Descriptors: Attention Deficit Disorders, Attention Span, Cognitive Style, Conceptual Tempo