By Hayne W. Reese, Lewis P. Lipsitt (Eds.)
This quantity, one in a sequence, bargains with the constitution of developmental conception, recursive platforms, kid's iconic realism, the position of cognition in figuring out gender results, the advance of processing pace in early life and early life and extra.
Read Online or Download Advances in Child Development and Behavior, Vol. 13 PDF
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Extra resources for Advances in Child Development and Behavior, Vol. 13
Thus, if stimuli were presented in a random spatiotemporal fashion, one would expect preoperational children, approximately 6 years of age and younger, to code the spatial order of the items rather than the temporal order. 2 . Ross’ and Youniss’ (2969) Study Evidence regarding the ability of young children to encode the temporal sequence of items presented in a random spatial context comes from a study by Ross and Youniss (1969). The subjects were 5-9 years old, and the stimuli were nine pictures presented in a 3 X 3 matrix.
Pintner ( 19 15 ) subsequently standardized the test and described the procedure as follows. First, four blocks are placed on a table in a horizontal array in front of the subject. The blocks are evenly spaced, about 2 inches apart. Next, using a fifth block, the examiner tells the subject to watch carefully and then to do as he/she does. The examiner proceeds to tap the blocks with the fifth cube in a prearranged order, at a rate of about one tap per second. ” The subject is given a “plus” only if he or she reproduces the entire sequence correctly.
A discrete-trials procedure was used in both studies, but OConnor and Hermelin’s list length was five items, and Berlyne’s was 16. Both studies revealed no differences in performance as a function of presentation mode. In a later study, Berlyne (1966) compared recency judgments in adolescents following serial temporal versus sequential spatiotemporal presentation. 2 vs. 3 correct responses). A. L. Brown (1973b) has provided additional evidence that spatial cues can facilitate relative recency judgments in children.
Advances in Child Development and Behavior, Vol. 13 by Hayne W. Reese, Lewis P. Lipsitt (Eds.)