Descriptor
| Children | 2 |
| Memory | 2 |
| Preadolescents | 2 |
| Recall (Psychology) | 2 |
| Age Differences | 1 |
| Cognitive Processes | 1 |
| Communicative Competence… | 1 |
| Evaluation Criteria | 1 |
| Learning Disabilities | 1 |
| Learning Strategies | 1 |
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Author
| Baker, Linda | 1 |
| Ceci, Stephen J. | 1 |
| O'Sullivan, Julia T | 1 |
| Pressley, Michael | 1 |
| Sonnenschein, Susan | 1 |
| Whitehurst, Grover J. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
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Showing all 4 results
Peer reviewedSonnenschein, Susan; Whitehurst, Grover J. – Journal of Experimental Child Psychology, 1984
Results of a training study with five-year-olds revealed that the children did not know the importance of differentiating referents from nonreferents and were unaware of complementary aspects of speaking and listening. After training in either speaking or listening modes and role switching experience, performance improved on tasks in trained and…
Descriptors: Communicative Competence (Languages), Listening Skills, Preschool Children, Speech Skills
Peer reviewedO'Sullivan, Julia T; Pressley, Michael – Journal of Experimental Child Psychology, 1984
Three eperiments assessed the effects on strategy transfer of supplements to keyword method instruction; supplements included more comprehensive instructions concerning strategy application, additional practice with strategy during instruction, and combined directions and practice. Generally, results indicated that more explicit instructions are…
Descriptors: Learning Strategies, Memory, Preadolescents, Recall (Psychology)
Peer reviewedBaker, Linda – Journal of Experimental Child Psychology, 1984
Compares spontaneous and instructed use of lexical, external consistency, and internal consistency standards of evaluation as a function of age, reading proficiency, and type of standard. A total of 108 elementary school students divided evenly between fourth and sixth grades identified problems embedded within passages of expository text. (RH)
Descriptors: Age Differences, Children, Evaluation Criteria, Reading Ability
Peer reviewedCeci, Stephen J. – Journal of Experimental Child Psychology, 1984
Reports that both learning-disabled (LD) and non-learning-disabled (NORM) children recalled disproportionately more adjacent words than semantically related or spaced words in a free recall task. Spaced words were less likely to be recalled by the younger children and by the LDs. NORMs' recalls were governed by purposive semantic processing to a…
Descriptors: Children, Cognitive Processes, Learning Disabilities, Memory
