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Brainerd, C. J.; Holliday, R. E.; Reyna, V. F. – Child Development, 2004
Two remembering phenomenologies, vivid recollection and vague familiarity, have been extensively studied in adults using introspective self-report tasks, such as rememberknow. Because such tasks are beyond the capabilities of young children, there is no database on how these phenomenologies first develop and what factors affect them. In…
Descriptors: Familiarity, Recognition (Psychology), Child Behavior, Recall (Psychology)
Nonword Repetition Priming in Lexical Decision Reverses as a Function of Study Task and Speed Stress
Zeelenberg, Rene; Wagenmakers, Eric-Jan; Shiffrin, Richard M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
The authors argue that nonword repetition priming in lexical decision is the net result of 2 opposing processes. First, repeating nonwords in the lexical decision task results in the storage of a memory trace containing the interpretation that the letter string is a nonword; retrieval of this trace leads to an increase in performance for repeated…
Descriptors: Familiarity, Memory, Phonology, Cognitive Processes
Clearfield, Melissa W. – Cognitive Development, 2004
This study examined infants' enumeration of puppet jumping tasks. In Experiment 1, 5-7-month-old infants were familiarized to a puppet jumping two or three times, and tested with both numbers of jumps. Infants looked significantly longer at the new number, replicating Wynn [Psychol. Sci. 7 (1996) 164]. To probe further the stability of infants'…
Descriptors: Infants, Puppetry, Experiments, Familiarity
Qualls, Constance Dean; Lantz, Jennifer M.; Pietrzyk, Rose M.; Blood, Gordon W.; Hammer, Carol Scheffner – Journal of Communication Disorders, 2004
Adolescents with language-based learning disabilities (LBLD) often interpret idioms literally. When idioms are provided in an enriched context, comprehension is compromised further because of the LBLD student's inability to assign multiple meanings to words, assemble and integrate information, and go beyond a local referent to derive a global,…
Descriptors: Familiarity, Figurative Language, Adolescents, Reading Skills
Reynolds, Greg D.; Richards, John E. – Developmental Psychology, 2005
This study investigated the effects of familiarization and attention on event-related potential (ERP) correlates of recognition memory in infants. Infants 4.5, 6, or 7.5 months of age were either familiarized with 2 stimuli that were used during later testing or presented 2 stimuli that were not used later. Then, infants were presented with a…
Descriptors: Stimuli, Recognition (Psychology), Infants, Familiarity
Goodson, F. Todd; Goodson, Lori Atkins – Voices from the Middle, 2005
The authors acted on their belief that familiarity with text and repeated readings of it would help students with fluency, comprehension, and confidence. They assembled a list of "cuttings" excerpts of full-length books from which seventh-grade students could choose to prepare a public reading. After working alone, in pairs, and reading for a…
Descriptors: Reading Materials, Reading Fluency, Oral Interpretation, Reading Comprehension
Roper, Scott F. – Teaching Music, 2005
The first step in getting to know the students is learning their names. As a general music teacher, the author stresses that learning seven hundred or more names may seem overwhelming. But if teachers cannot easily identify students by name, they are falling short of their duties as professional educators and overlooking a wonderful opportunity to…
Descriptors: Music Teachers, Music Education, Elementary School Students, Teaching Methods
Wells, Karen – Childhood: A Global Journal of Child Research, 2005
Children's fears about strangers are often intense and vivid. While various educational, policing and media initiatives have made children suspicious of strangers, the question of who the figure of the stranger is has not been addressed. The sociology of the stranger anticipates that visible minorities are marked out as strangers. However, for the…
Descriptors: Child Behavior, Familiarity, Stranger Reactions, Racial Factors
Caharel, Stephanie; Courtay, Nolwenn; Bernard, Christian; Lalonde, Robert; Rebai, Mohamed – Brain and Cognition, 2005
Recent data indicate that the familiarity and the emotional expression of faces occur at an early stage of information processing. The goal of the present study was to determine whether these two aspects interact at the structural encoding stage as reflected by the N170 component of event-related potentials in tasks requiring the subjects either…
Descriptors: Familiarity, Psychological Patterns, Affective Behavior, Foreign Countries
Murai, Chizuko; Kosugi, Daisuke; Tomonaga, Masaki; Tanaka, Masayuki; Matsuzawa, Tetsuro; Itakura, Shoji – Developmental Science, 2005
We directly compared chimpanzee infants and human infants for categorical representations of three global-like categories (mammals, furniture and vehicles), using the familiarization-novelty preference technique. Neither species received any training during the experiments. We used the time that participants spent looking at the stimulus object…
Descriptors: Animals, Novelty (Stimulus Dimension), Infants, Classification
Proctor, Briley E.; Steadman, Tara – Psychology in the Schools, 2003
The present study examined whether school psychologists who serve a single school ("In-House" group) differed from school psychologists who serve several schools concurrently ("Traditional" group) in the three areas of job satisfaction, burnout, and effectiveness as perceived by the school psychologist. A total of 63 school psychology…
Descriptors: School Activities, Familiarity, School Psychology, Multivariate Analysis
German, Diane J.; Newman, Rochelle S. – Reading Psychology, 2007
We examined how children with and without oral language (word-finding) difficulties (WFD) perform on oral reading (OR) versus silent reading recognition (SRR) tasks when reading the same words and how lexical factors influenced OR accuracy, error patterns, and nature of miscues. Primary-grade students were administered an experimental reading…
Descriptors: Silent Reading, Oral Reading, Oral Language, Familiarity
Moore, David Richard – Journal of Interactive Online Learning, 2006
Instructional strategies for successfully teaching concepts are found throughout the instructional design literature. These strategies primarily consist of presenting learners with definitions, examples, and non-examples. While examples are important presentation instruments, theorist suggests that examples should not be re-used in the assessment…
Descriptors: Instructional Design, Concept Formation, Test Items, Student Evaluation
Yerys, Benjamin E.; Munakata, Yuko – Child Development, 2006
Children often perseverate, repeating prior behaviors when inappropriate. This work tested the roles of verbal labels and stimulus novelty in such perseveration. Three-year-old children sorted cards by one rule and were then instructed to switch to a second rule. In a basic condition, cards had familiar shapes and colors and both rules were stated…
Descriptors: Novelty (Stimulus Dimension), Persistence, Visual Stimuli, Cognitive Processes
Senechal, Monique; Basque, Michelle T.; Leclaire, Tina – Journal of Experimental Child Psychology, 2006
The goal of the current research was to assess whether children can make strategic use of morphological relations among words to spell. French-speaking children in Grade 4 spelled three word types: (a) phonological words that had regular phoneme-grapheme correspondences, (b) morphological words that had silent consonant endings for which a…
Descriptors: Spelling, Grade 4, Phonemes, Learning Strategies