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Slavin, Robert E. – Child Development, 1987
Reviews research on developmental and motivational perspectives on cooperative learning. Presents a theory which reconciles these perspectives and emphasizes the role of group rewards for individual learning in motivating students to provide high-quality assistance to their group-mates. (PCB)
Descriptors: Academic Achievement, Elementary Education, Motivation Techniques
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Hallinan, Maureen T.; Teixeira, Ruy A. – Child Development, 1987
The effects of classroom climate, organization of instruction, and class racial composition on the interracial friendliness of students in desegregated classrooms were studied. (PCB)
Descriptors: Adolescents, Classroom Environment, Elementary Secondary Education, Friendship
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Charlesworth, Wiliam R.; Dzur, Claire – Child Development, 1987
Tested hypothesis that 4- and 5-year-old children in same-sex problem-solving groups would perform equally well when a group task required various cooperative and self-serving behaviors to enable group to obtain a resource. The hypothesis that girls and boys would employ different behaviors to obtain resource was also tested. Participants were 20…
Descriptors: Competition, Cooperation, Emotional Experience, Physical Activity Level
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Pellegrini, A. D.; And Others – Child Development, 1984
Tests Halliday's model of context/text relationships and how these relationships vary for 71 children in first, second, and third grades. Children produced oral and written messages about a circus in narrative and persuasive genres. Texts were analyzed for elements of linguistic cohesion and length of clausal themes. (Author/CB)
Descriptors: Children, Cohesion (Written Composition), Discourse Analysis, Language Acquisition
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Weinstein, Rhona S.; And Others – Child Development, 1987
Explores age and classroom differences in children's awareness of teacher expectations and in the relation between awareness and self-expectations. (PCB)
Descriptors: Age Differences, Interpersonal Competence, Self Evaluation (Individuals), Student Attitudes
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Heyns, Barbara – Child Development, 1987
Reviews the literature on the effects of summer programs, and offers a reinterpretation of the role of summer learning in cognitive development. (PCB)
Descriptors: Academic Achievement, Cognitive Development, Compensatory Education, Elementary Education
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Ceci, Stephen J.; Tishman, Jayne – Child Development, 1984
Two experiments examined hyperactive children's tendency to underfocus their attention during learning. Taken together, the results of both experiments demonstrated the validity of the attentional diffusion hypothesis and indicate the need to assess the central processing demands associated with central and incidental learning in order to evaluate…
Descriptors: Attention, Attention Deficit Disorders, Comparative Analysis, Difficulty Level
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Bahrick, Lorraine E. – Child Development, 1988
Examines the development of intermodal perception in infancy by means of a new method, the intermodal learning method. Results support the claim that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning. (Author/RWB)
Descriptors: Auditory Stimuli, Aural Learning, Cognitive Processes, Infant Behavior
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Teyler, Timothy J.; Fountain, Stephen B. – Child Development, 1987
Data suggesting that different brain circuits may underlie different forms of learning and memory are reviewed. Several current theories of learning and memory with respect to hippocampal and other brain circuit involvement are considered. (PCB)
Descriptors: Animal Behavior, Behavioral Sciences, Biological Sciences, Learning Theories
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Goodman, Gail S.; Haith, Marshall M. – Child Development, 1987
Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…
Descriptors: Child Development, Children, Cognitive Development, Learning Theories
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Dunst, Carl J.; Lingerfelt, Barbara – Child Development, 1985
Relationship between maternal ratings of temperament and operant learning was examined in 18 2- to 3-month-old infants. Subjects participated in a conjugate reinforcement experiment; mothers of subjects completed the Carey and McDevitt Revised Infant Temperament Questionnaire 2 to 3 days before the learning study. Two temperament dimensions,…
Descriptors: Infant Behavior, Learning, Mother Attitudes, Operant Conditioning
Peer reviewed Peer reviewed
Roopnarine, Jaipaul L. – Child Development, 1984
The sex-typed and sex-neutral activities of 54 preschoolers and their peers' negative and positive responses were recorded during free-play periods in three mixed-age day care classrooms. Each child was observed for a total of 100 minutes of peer interaction. (Author/RH)
Descriptors: Age Differences, Mixed Age Grouping, Play, Preschool Children
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Pettit, Gregory S.; And Others – Child Development, 1988
Examines relations among early social and familial experience, social problem-solving skills, and social competence in the classroom, in sample of 46 children, aged four and five years, from economically distressed backgrounds. Finds family experience predictive of both social competence and problem solving. (Author/RWB)
Descriptors: Child Development, Decision Making Skills, Disadvantaged Youth, Early Childhood Education
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Crisafi, Maria A.; Brown, Ann L. – Child Development, 1986
Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD)
Descriptors: Analogy, Child Development, Cognitive Ability, Cognitive Development
Peer reviewed Peer reviewed
Sherman, Tracy – Child Development, 1985
Infants exposed to a set of artificially-created face stimuli having distinct mean and modal prototypes showed a pattern of behavior predicted by category abstraction models. Infants appeared to abstract, at the time of learning, a feature-count summary of the category displayed. (Author/RH)
Descriptors: Classification, Cognitive Ability, Infants, Memory
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