Descriptor
| Memory | 6 |
| Preschool Children | 6 |
| Elementary School Students | 5 |
| Age Differences | 4 |
| Recall (Psychology) | 4 |
| Shift Studies | 4 |
| Pictorial Stimuli | 3 |
| College Students | 2 |
| Data Analysis | 2 |
| Discrimination Learning | 2 |
| More ▼ | |
Source
| Journal of Experimental Child… | 11 |
Author
| Brown, Ann L. | 11 |
| Campione, Joseph C. | 2 |
| Murphy, Martin D. | 2 |
| Scott, Marcia S. | 2 |
| Smiley, Sandra S. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Showing all 11 results
Peer reviewedCampione, Joseph C.; Brown, Ann L. – Journal of Experimental Child Psychology, 1974
Investigates the effects of training two components of a dimension-abstracted oddity problem, oddity responding and attention, in a series of three problems. (Author/ED)
Descriptors: Abstract Reasoning, Attention, Context Clues, Elementary School Students
Peer reviewedBrown, Ann L.; And Others – Journal of Experimental Child Psychology, 1977
Training in memory span-estimation for two age groups of educable mentally retarded children was administered to assess whether such training could lead to long-term improvement in the younger children's knowledge concerning their memory limitations. (SB)
Descriptors: Age Differences, Cognitive Ability, Cognitive Processes, Elementary School Students
Peer reviewedBrown, Ann L.; Murphy, Martin D. – Journal of Experimental Child Psychology, 1975
The ability of preschool children to construct and reconstruct ordered sequences was examined in a series of four experiments. Subjects were 42 children aged 3 to 5 years. The conditions under which reconstruction of an arbitrary series of events is possible are described. (Author/GO)
Descriptors: Memory, Preschool Children, Recall (Psychology), Serial Learning
Peer reviewedBrown, Ann L. – Journal of Experimental Child Psychology, 1975
Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Kindergarten Children
Peer reviewedMurphy, Martin D.; Brown, Ann L. – Journal of Experimental Child Psychology, 1975
Preschoolers' recall and clustering of organized lists of pictures were examined either under deliberate instructions to remember or in incidental learning situations. It was concluded that the activity of the children determines depth of processing and subsequent retention, not the intent to remember. (JMB)
Descriptors: Incidental Learning, Intentional Learning, Memory, Preschool Children
Peer reviewedBrown, Ann L.; Scott, Marcia S. – Journal of Experimental Child Psychology, 1971
Descriptors: Memory, Pattern Recognition, Preschool Children, Recall (Psychology)
Peer reviewedBrown, Ann L.; Campione, Joseph C. – Journal of Experimental Child Psychology, 1973
Response to PS 502 660. (CB)
Descriptors: Discrimination Learning, Learning Theories, Mediation Theory, Research Methodology
Peer reviewedBrown, Ann L. – Journal of Experimental Child Psychology, 1973
Recency judgments were examined for four groups (N = 40 per group) aged 7, 8, 10, and 18 years. The resulting data supported the hypothesis that tasks, which do not require deliberate mnemonic strategies, are not developmentally sensitive. (Editor/RK)
Descriptors: Child Psychology, College Students, Elementary School Students, Memorization
Peer reviewedBrown, Ann L.; And Others – Journal of Experimental Child Psychology, 1972
A series of three experiments with nursery school children is reported using texture cues to investigate the relationship between cue differences and learning rate. (Authors/MB)
Descriptors: Attention Span, Cues, Data Analysis, Discrimination Learning
Peer reviewedBrown, Ann L.; Scott, Marcia S. – Journal of Experimental Child Psychology, 1972
The ability of children of 3-5 years to acquire mediated solutions to conceptual problems and to execute rapid reversal shifts within these concepts suggests that their problem solving capacity is not necessarily limited to simple associative responses. (Authors)
Descriptors: Age Differences, Concept Formation, Data Analysis, Learning Theories
Peer reviewedSmiley, Sandra S.; Brown, Ann L. – Journal of Experimental Child Psychology, 1979
Descriptors: Age Differences, College Students, Elementary Education, Elementary School Students
