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| Memory | 6 |
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| Brown, Ann L. | 8 |
| Smiley, Sandra S. | 2 |
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| Lawton, Sallie C. | 1 |
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Peer reviewedBrown, Ann L.; Lawton, Sallie C. – Developmental Psychology, 1977
This study examined mental age differences in the ability of educable retarded children to predict their recognition accuracy when recall failed. Results are discussed in terms of the complexity of the metamemory judgment required. (Author/JMB)
Descriptors: Age Differences, Handicapped Children, Memory, Mental Retardation
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.; French, Lucia A. – Child Development, 1976
Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)
Descriptors: Cognitive Development, Cognitive Processes, Cues, Elementary Education
Peer reviewedBrown, Ann L.; Smiley, Sandra S. – Child Development, 1977
Twenty subjects at each of four age levels (8, 10, 12, and 18) rated linguistic units of prose passages in terms of their importance. Third- and fifth-grade subjects did not differentiate items in terms of their relative importance to the text and at all ages such judgments were related to recall. (Author/JMB)
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Linguistics
Peer reviewedBrown, Ann L.; Smiley, Sandra S. – Child Development, 1978
Reports three experiments which tested the hypotheses that: (1) as they mature, students become better able to identify the essential organizing features and crucial elements of text, and (2) that this ability is an essential prerequisite for effective use of a limited processing capacity and restricted time when studying. (JMB)
Descriptors: Age Differences, Elementary School Students, Organization, Prose
Peer reviewedBrown, Ann L.; And Others – Child Development, 1978
The ability to select suitable retrieval cues and the main ideas of prose passages was examined in fifth through twelfth graders and in college students. (Author/JMB)
Descriptors: Age Differences, College Students, Cues, Elementary School Students
Peer reviewedBrown, Ann L.; And Others – Child Development, 1977
Two experiments examining the effects of providing appropriate frameworks for comprehending ambiguous sections of prose were conducted with 143 children from second through seventh grade. (Author/JMB)
Descriptors: Comprehension, Conceptual Schemes, Elementary School Students, Junior High School Students
Download full textBrown, Ann L. – 1980
The current status of conceptions of learning in children is reviewed and some areas of neglect are considered in this paper. The main premise is that although considerable strides have been made in the understanding of the learning process, essential developmental formulations of growth and change have been poorly articulated. It is suggested…
Descriptors: Child Development, Children, Cognitive Processes, Comprehension
