Cognitive Integration in Children's Memory for Sentences and Pictures.
This study investigated the manner in which 7-11-year-old children abstracted and retained information from sets of pictures and sentences. A recognition memory task was employed to index subjects' implicit construction and retention of inferential spatial relationships. The recognition items includ...
| Publicado en: | Child Development Vol. 45; no. 3; pp. 633 - 643 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Oxford University Press / USA
Sep1974
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=12146972&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 12146972 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: Y pubinfo: dt: Sep1974 vid: 45 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 12146972 10.2307/1127829 ppf: 633 ppct: 10 formats: tig: atl: Cognitive Integration in Children's Memory for Sentences and Pictures. aug: au: Paris, Scott G. Mahoney, Gerald J. affil: Purdue University George Peabody College. su: Human information processing in children Developmental Test of Visual Perception Visual discrimination Cognitive ability Recognition (Psychology) Cognitive consistency sug: subj: Human information processing in children Developmental Test of Visual Perception Visual discrimination Cognitive ability Recognition (Psychology) Cognitive consistency ab: This study investigated the manner in which 7-11-year-old children abstracted and retained information from sets of pictures and sentences. A recognition memory task was employed to index subjects' implicit construction and retention of inferential spatial relationships. The recognition items included original sentences and pictures, implied relationships, and false relationships. It was observed that children had considerable difficulty differentiating old items from novel test items which preserved consistent semantic relationships, but they could readily discriminate false items which violated expressed or implied relationships. The results are discussed in terms of children's construction and retention of underlying relationships abstracted from visual and verbal information. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1974 holdings: @attributes: islocal: N |
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