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DeLoache, Judy S.; And Others – Child Development, 1985
Strategies young children used to correct errors in nesting seriated cups changed substantially with age, becoming increasingly more flexible and involving more extensive restructuring of the relationships among the cups. The same trend toward increasing flexibility of thought and action also appeared in procedures children used to combine the…
Descriptors: Cognitive Ability, Cognitive Development, Error Patterns, Preschool Children

Siegel, Linda S. – Developmental Psychology, 1972
The ability to order objects in a series according to some dimension, such as size, is recognized as an important aspect of a child's ability to understand logical concepts. (Author)
Descriptors: Concept Formation, Data Analysis, Performance Criteria, Psychological Studies

Glidden, Laraine Masters – Journal of Experimental Child Psychology, 1972
Descriptors: Analysis of Variance, Memory, Pictorial Stimuli, Recognition
Ross, Bruce M.; Youniss, James – J Exp Child Psychol, 1969
Research supported in part by grants from the Social Rehabilitation Services Administration (1484-S) and NICHHD (02026).
Descriptors: Children, Information Storage, Memory, Recall (Psychology)
Di Vesta, Francis J.; Bernstein, Martin E. – J Exp Child Psychol, 1969
Research supported by grant HD-02025 from the National Institute of Child Health and Human Development, U.S. Public Health Service.
Descriptors: Adults, Children, Learning Theories, Paired Associate Learning

Rosser, Rosemary A.; Horan, Patricia F. – Child Development, 1982
In two experiments, the effects of modeling on multiple seriation and multiple classification skills in preschool children were examined. In the first study, children observed models who demonstrated either multidimensional grouping or ordering. In the second, children received only single classification training on the basis of form, color, or…
Descriptors: Classification, Modeling (Psychology), Observational Learning, Preschool Children

Rosser, Rosemary A.; Brody, Gene H. – Merrill-Palmer Quarterly, 1981
Preschool children divided into three age groups were trained in a stimulus-specific and response-specific seriation-of-length behavior in a typical observational learning paradigm. In three treatment conditions information given to subjects was varied; the fourth served as control. Assessment attempted to determine whether rule learning would be…
Descriptors: Generalization, Observational Learning, Performance Factors, Preschool Children

May, Richard B.; Norton, Janice M. – Child Development, 1981
Two experiments were carried out in which groups of children (mean age = 68 months) were matched on number, length, mass, and liquid conservation scores and then trained on a distance-layout task developed by Inhelder et al (1974). (Author/MP)
Descriptors: Conservation (Concept), Pretests Posttests, Serial Ordering, Training Methods
Fredericks, Anthony D. – Teacher, 1980
Presented are 13 activities designed to help young students learn and understand the order of events, by leading them to realize that time sequence is part of their everyday lives. (KC)
Descriptors: Elementary Education, Learning Activities, Learning Centers (Classroom), Serial Ordering

Brown, Ann L.; French, Lucia A. – Child Development, 1976
Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)
Descriptors: Cognitive Development, Cognitive Processes, Cues, Elementary Education

Lewandowsky, Stephan; Murdock, Bennet B., Jr. – Psychological Review, 1989
An extension to Murdock's Theory of Distributed Associative Memory, based on associative chaining between items, is presented. The extended theory is applied to several serial order phenomena, including serial list learning, delayed recall effects, partial report effects, and buildup and release from proactive interference. (TJH)
Descriptors: Association (Psychology), Learning Theories, Linguistic Theory, Mathematical Models

Greene, Terry R. – Journal of Experimental Child Psychology, 1994
Thirty-six kindergartners were asked to respond to questions and construct figures designed to test their knowledge of hierarchical relations. Subjects had considerable knowledge of subset and superset classification, and could draw transitive inferences with little difficulty; however, they appeared to have little appreciation of the asymmetry…
Descriptors: Classification, Diagrams, Kindergarten Children, Pattern Recognition

Bauer, Patricia J.; Travis, Lisa L. – Cognitive Development, 1993
Compared 24 month olds' ordered recall of events constrained by enabling relations with that of arbitrarily ordered events equated for familiarity and temporal invariance. Children's ordered recall of events constrained by enabling relations was superior to that of arbitrarily ordered ones, indicating that, after experience with an event in…
Descriptors: Early Childhood Education, Long Term Memory, Pattern Recognition, Recall (Psychology)

Bauer, Patricia J.; Thal, Donna J. – Journal of Experimental Child Psychology, 1990
Elicited imitation was used to assess 21-month-olds' recall of familiar-canonical, familiar-reversed, novel-causal, and novel-arbitrary event sequences. Reversed sequences were reproduced in modeled and corrected canonical order; other sequences were reproduced in modeled order. (BC)
Descriptors: Familiarity, Imitation, Infant Behavior, Infants
Teresa, McCormack; Hoerl, Christoph – Developmental Psychology, 2005
Four experiments examined children's ability to reason about the causal significance of the order in which 2 events occurred (the pressing of buttons on a mechanically operated box). In Study 1, 4-year-olds were unable to make the relevant inferences, whereas 5-year-olds were successful on one version of the task. In Study 2, 3-year-olds were…
Descriptors: Inferences, Cues, Children, Preschool Children