Handbook of Child Psychology, Cognitive Development |
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Page 109
... asked children to predict what they will do in imaginary situations . For example , preschool and early grade- school children have difficulty predicting their span for lists of pictures ( Flavell , Friedrichs , & Hoyt , 1970 ; Markman ...
... asked children to predict what they will do in imaginary situations . For example , preschool and early grade- school children have difficulty predicting their span for lists of pictures ( Flavell , Friedrichs , & Hoyt , 1970 ; Markman ...
Page 174
... asked whether or not they contained the same amount . Next , children were shown a third , empty beaker of different dimensions . This new beaker was placed behind a screen , and the contents of one of the original beakers was poured ...
... asked whether or not they contained the same amount . Next , children were shown a third , empty beaker of different dimensions . This new beaker was placed behind a screen , and the contents of one of the original beakers was poured ...
Page 177
... asked whether the rows had the same number or not . That is , they were not asked to determine the specific values in each display before being asked the standard posttransformation conser- vation questions . The transfer tests yielded ...
... asked whether the rows had the same number or not . That is , they were not asked to determine the specific values in each display before being asked the standard posttransformation conser- vation questions . The transfer tests yielded ...
Contents
CHAPTER CONTENTS | 2 |
THE DEVELOPMENT OF PERCEPTION | 3 |
AuditoryHaptic Exploration | 9 |
Copyright | |
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ability actions activities adults affordances array behavior Brown chil Child Development Child Psychology Cognitive Psychology components comprehension concepts conservation devel developmental Developmental Psychology differentiation dishabituated dren Erlbaum evidence example experiment Experimental Child Psychology exploration factors fants Flavell function Gelman haptic Hillsdale inference information processing Inhelder intel intelligence interpretation invariant J. J. Gibson jects Journal of Experimental kinds knowledge layout learners learning logical Markman memory ment mental mental Psychology metacognition metamemory Modus Ponens Modus Tollens move object pattern perceive perception performance Piaget Piagetian picture predicate logic premisses preschool presented Press problem procedure properties reasoning relations representation response schemas sentences sequence seriation Siegler solving spatial specific Sternberg stimulus strategies structure studies subjects suggest surfaces task theory tion tive truth table understanding verbal visual York young children young infants