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Waite, Jane; Beck, Sarah R.; Heald, Mary; Powis, Laurie; Oliver, Chris – Journal of Autism and Developmental Disorders, 2016
Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein-Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and…
Descriptors: Short Term Memory, Spatial Ability, Verbal Ability, Verbal Development

Skarakis, Elizabeth; Greenfield, Patricia M. – Journal of Speech and Hearing Research, 1982
Results showed that 12 language disordered children (four to six years old) selectively marked new information in verbal communication, just as normal children do. Language disordered and normal children, furthermore, manifested the same developmental sequence of strategies for deemphasizing old information. (Author/CL)
Descriptors: Cognitive Processes, Elementary Education, Language Acquisition, Language Handicaps

Wolfle, Lee M. – Sociology of Education, 1980
Discusses a study to determine the extent to which education results in enduring effects in the area of verbal skills. Research is based on a causal model of the enduring effects of education. Findings indicate that previous studies have seriously overestimated the enduring effects of education. (Author/DB)
Descriptors: Cognitive Processes, Educational Assessment, Educational Research, Educational Sociology
LANYON, RICHARD I. – 1967
THE LEARNING OF VERBALLY CONDITIONED MATERIAL WAS STUDIED TO CLARIFY SOME OF THE CONDITIONS UNDER WHICH SUCH LEARNING IS ACCOMPANIED BY THE USE OF HIGHER MENTAL PROCESSES, AND THE CONDITIONS UNDER WHICH IT IS NOT. THE STARTING POINT FOR THIS RESEARCH WAS THE PREMISE THAT LEARNING IN VERBAL CONDITIONING CAN OCCUR EITHER WITH OR WITHOUT AWARENESS ON…
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Intelligence

Masterson, Julie J.; And Others – Journal of Speech and Hearing Research, 1993
Children (ages 9-13) with language-learning disabilities were administered 5 types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. Subjects performed worse than mental age-matched children on all types of analogies and performed worse than language age-matched children on all types except…
Descriptors: Analogy, Classification, Cognitive Processes, Elementary Education
Ghatala, Elizabeth S.; Levin, Joel R. – 1973
Children in kindergarten, third grade, and fifth grade were presented a list of either pictures or words (with items presented varying numbers of times on the study trail). In both picture and word conditions, half of the subjects estimated how many times each item had been presented (absolute judgments) and the other half judged which of two…
Descriptors: Cognitive Processes, Educational Research, Elementary Education, Learning
Davidson, Robert E.; And Others – 1970
Eighty sixth-grade subjects, split into five independent groups, learned two PA lists of 12 noun pairs each. Two groups performed under traditional transfer conditions with lists conforming to a negative transfer paradigm, A-B, A-C, or to a reference paradigm A-B, C-D. Two other groups learned the same lists under a syntactic PA method where the…
Descriptors: Association Measures, Association (Psychology), Cognitive Ability, Cognitive Development
Hyde, Janet Shibley; Linn, Marcia C. – 1988
Analysis of 165 studies (representing the testing of 1,418,899 subjects) that reported data on gender differences in verbal ability indicated a slight female superiority in performance. The difference is so small that it appears that gender differences in verbal ability no longer exist. A major goal was also to define age trends in the pattern of…
Descriptors: Age Differences, Cognitive Processes, Essay Tests, High Schools