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Developmental Differences in the Acquisition of Basic and Superordinate Categories.
Peer reviewed Peer reviewed
Horton, Marjorie S.; Markman, Ellen M. – Child Development, 1980
Examines the relative utility of exemplar and linguistic information for acquiring basic and superordinate categories. Developmental differences were predicted in the ability to benefit from the linguistically specified information. Preschool, kindergarten, and first-grade children were tested. (Author/SS)
Descriptors: Age Differences, Classification, Cognitive Processes, Comparative Analysis
Storage-Retrieval Processes of Normal and Learning-Disabled Children: A Stages-of-Learning Analysis of Picture-Word Effects.
Peer reviewed Peer reviewed
Howe, Mark L.; And Others – Child Development, 1985
A stages-of-learning model was used to examine effects of picture-word manipulation on storage and retrieval differences between disabled and nondisabled grade 2 and 6 children. Results showed that disabled students are poorer at memory tasks and in developing the ability to reliably retrieve information than nondisabled children. (Author/RH)
Descriptors: Age Differences, Cognitive Processes, Comparative Analysis, Learning Disabilities
When Half a Word Is Enough: Infants Can Recognize Spoken Words Using Partial Phonetic Information.
Peer reviewed Peer reviewed
Fernald, Anne; Swingley, Daniel; Pinto, John P. – Child Development, 2001
Two experiments tracked infants' eye movements to examine use of word-initial information to understand fluent speech. Results indicated that 21- and 18-month-olds recognized partial words as quickly and reliably as whole words. Infants' productive vocabulary and reaction time were related to word recognition accuracy. Results show that…
Descriptors: Age Differences, Cognitive Development, Comparative Analysis, Eye Movements