NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Generic Language and Speaker Confidence Guide Preschoolers' Inferences about Novel Animate Kinds
Peer reviewed Peer reviewed
Direct linkDirect link
Stock, Hayli R.; Graham, Susan A.; Chambers, Craig G. – Developmental Psychology, 2009
We investigated the influence of speaker certainty on 156 four-year-old children's sensitivity to generic and nongeneric statements. An inductive inference task was implemented, in which a speaker described a nonobvious property of a novel creature using either a generic or a nongeneric statement. The speaker appeared to be confident, neutral, or…
Descriptors: Cues, Inferences, Preschool Children, Patterned Responses
Do 9-Month-Old Infants Expect Distinct Words to Refer to Kinds?
Peer reviewed Peer reviewed
Direct linkDirect link
Dewar, Kathryn; Xu, Fei – Developmental Psychology, 2007
In 3 experiments, 9-month-old infants' expectations for what distinct count noun labels refer to were investigated. In Experiment 1, a box was opened to reveal 2 objects inside during familiarization: either 2 identical objects or 2 different objects. Test trials followed the same procedure, except before the box was opened, the contents were…
Descriptors: Nouns, Infants, Expectation, Familiarity
Age Differences in Visual Search for Compound Patterns: Long- Versus Short-Range Grouping.
Peer reviewed Peer reviewed
Burack, Jacob A.; Enns, James T.; Iarocci, Grace; Randolph, Beth – Developmental Psychology, 2000
Examined visual search for compound patterns in 6-, 8-, 10-, and 22-year-olds. Found large improvements with age in search rate for long-range targets; search rate for short-range targets was fairly constant across age. This pattern held regardless of ease of perceptual access to target, supporting the hypothesis of different processes involved at…
Descriptors: Age Differences, Children, Patterned Responses, Perceptual Development
Preschoolers' Understanding of Mental and Bodily Reactions to Contamination: What You Don't Know Can Hurt You, But Cannot Sadden You.
Peer reviewed Peer reviewed
Kalish, Charles – Developmental Psychology, 1997
Three studies explored children's distinctions between mental and bodily reactions to contamination. Found that children distinguished reactions mediated by representations from those mediated by physical interactions. Data suggested that preschoolers distinguished between physical and mental reactions to contamination but had a poor understanding…
Descriptors: Biology, Cognitive Development, Diseases, Emotional Response
Effects of Attention on Infants' Preference for Briefly Exposed Visual Stimuli in the Paired-Comparison Recognition-Memory Paradigm.
Peer reviewed Peer reviewed
Richards, John E. – Developmental Psychology, 1997
Examined the effect of attention on infants' responses to briefly exposed visual stimuli. Found that the duration of stimulus exposure in the familiarization phase was positively correlated with the preference for the novel stimulus in the paired-comparison procedure, and processing of briefly presented visual stimuli differed depending on the…
Descriptors: Attention, Child Development, Cognitive Ability, Cognitive Processes
An Observer-Based Psychoacoustic Procedure for Use with Young Infants.
Peer reviewed Peer reviewed
Olsho, Lynne Werner; And Others – Developmental Psychology, 1987
Describes observer-based technique for assessing auditory capacities of infants from three to 12 months of age. This technique, referred to as the Observation-based Psychoacoustic Procedure (OPP), combines features of the Forced-choice Preferential Looking Technique and of the Visual Reinforcement Audiometry. Pure-tone detection and frequency…
Descriptors: Audiometric Tests, Auditory Evaluation, Auditory Perception, Auditory Stimuli
Analysis of Risk to Children Participating in a Sociometric Task.
Peer reviewed Peer reviewed
Iverson, Annette M.; And Others – Developmental Psychology, 1997
Examined fourth and fifth graders' reactions to completing group-administered, positive and negative peer nomination techniques. Found that no child reported having hurt feelings or knowing of anyone else having hurt feelings. Determined that the condition of minimal risk of harm, harm not greater than children might encounter in daily life, was…
Descriptors: Conflict Resolution, Educational Environment, Elementary School Students, Emotional Response