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Berteletti, Ilaria; Lucangeli, Daniela; Zorzi, Marco – Cognition, 2012
The representation of numerical and non-numerical ordered sequences was investigated in children from preschool to grade 3. The child's conception of how sequence items map onto a spatial scale was tested using the Number-to-Position task (Siegler & Opfer, 2003) and new variants of the task designed to probe the representation of the alphabet…
Descriptors: Grade 3, Investigations, Preschool Education, Task Analysis
Balas, Benjamin; Kanwisher, Nancy; Saxe, Rebecca – Journal of Experimental Child Psychology, 2012
Body language and facial gesture provide sufficient visual information to support high-level social inferences from "thin slices" of behavior. Given short movies of nonverbal behavior, adults make reliable judgments in a large number of tasks. Here we find that the high precision of adults' nonverbal social perception depends on the slow…
Descriptors: Video Technology, Cues, Nonverbal Communication, Social Cognition
Porter, Melanie A.; Coltheart, Max; Langdon, Robyn – Journal of Autism and Developmental Disorders, 2008
This study examined Theory of Mind in Williams syndrome (WS) and in normal chronological age-matched and mental age-matched control groups, using a picture sequencing task. This task assesses understanding of pretence, intention and false belief, while controlling for social-script knowledge and physical cause-and-effect reasoning. The task was…
Descriptors: Control Groups, Mental Age, Age, Neuropsychology
Sandhofer, Catherine M.; Doumas, Leonidas A. A. – Journal of Cognition and Development, 2008
Two studies, an experimental category learning task and a computational simulation, examined how sequencing training instances to maximize comparison and memory affects category learning. In Study 1, 2-year-old children learned color categories with three training conditions that varied in how categories were distributed throughout training and…
Descriptors: Children, Memory, Task Analysis, Computer Simulation
Merrill, M. David – AV Communication Review, 1973
A discussion of research on the use of the task analysis procedures by both content specialists and instructional psychologists in instructional design. (HB)
Descriptors: Cognitive Development, Cognitive Processes, Content Analysis, Instructional Design
Brown, T. W.; And Others – 1970
Questions investigated in this study deal with relationships between map problem difficulty and students' acquired level of intellectual development, the effects of sequential mastery of map concepts, and the optimum age to introduce certain map concepts in the geography curriculum. In the main investigation, which covered varied selected,…
Descriptors: Cognitive Development, Difficulty Level, Educational Research, Elementary Education
Resnick, Lauren B.; And Others – 1970
Twenty-seven kindergarten children were trained on two different double classification matrix tasks in an attempt to determine whether the tasks were hierarchically related. Prior behavior analyses of the tasks suggested that the two tasks shared many components, but that the more complex task had in addition components not included in the simpler…
Descriptors: Behavioral Science Research, Classification, Cognitive Development, Kindergarten Children