Descriptor
| Paired Associate Learning | 5 |
| Imagery | 4 |
| Kindergarten Children | 3 |
| Child Development | 2 |
| Learning Processes | 2 |
| Psychomotor Skills | 2 |
| Tactual Perception | 2 |
| Task Performance | 2 |
| Toys | 2 |
| Visual Perception | 2 |
| Visualization | 2 |
| More ▼ | |
Author
| Wolff, Peter | 5 |
| Levin, Joel R. | 2 |
Publication Type
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textWolff, Peter; Levin, Joel R. – 1972
The role of motor activity in children's formation of dynamic mental imagery was investigated in two experiments using a paired-associate recognition task. From the recognition data, it was inferred that (2) the child's ability to form dynamic images relating two objects undergoes its most rapid development between the ages of five and eight; and…
Descriptors: Children, Cognitive Development, Experiential Learning, Imagery
Peer reviewedWolff, Peter; And Others – Child Development, 1974
Using a yoked control procedure, kindergarteners either produced or observed interactions between pairs of toys. Children who performed rather than observed remembered the pairings over time. (ST)
Descriptors: Kindergarten Children, Learning, Motor Development, Observational Learning
Peer reviewedWolff, Peter; And Others – Journal of Experimental Child Psychology, 1972
These results demonstrate the kindergarten child's relative inability to produce ongoing thematic activity when this activity is physically separated from the objects involved. (Authors)
Descriptors: Child Development, Imagery, Kindergarten Children, Paired Associate Learning
Peer reviewedWolff, Peter; Levin, Joel R. – Child Development, 1972
The role of motor activity in children's formation of dynamic mental imagery was investigated in 2 experiments using a paired-associate recognition task. (Authors)
Descriptors: Data Analysis, Developmental Tasks, Elementary School Students, Imagery
Wolff, Peter; And Others – 1972
The generation of dynamic mental imagery is known to facilitate paired associate (PA) learning in older subjects. Wolff and Levin (in press) have reported that children who were apparently too young to generate mental imagery of this kind did benefit from self-generated motoric interactions involving pairs of toys. Since the result was obtained…
Descriptors: Child Development, Cognitive Processes, Imagery, Kindergarten Children
