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Full-Text Articles in Psychology
The Discursive Functioning Of Knowledge Claims In Research Studies On Children’S Conceptual Knowledge Of Number, Patrick D. Byers
The Discursive Functioning Of Knowledge Claims In Research Studies On Children’S Conceptual Knowledge Of Number, Patrick D. Byers
Dissertations, Theses, and Capstone Projects
Researchers interested in the development of conceptual knowledge of number have studied children’s behavior in various tasks or other contexts in order to draw conclusions about what they know. The guiding assumption of this work is that the presence or absence of a given form of knowledge is typically reflected in the ability/inability to perform certain types of behavior. Researchers complicate this assumption when they claim that (1) the ability to perform a given behavior may also reflect simple imitation or rote learning in the absence of understanding, and/or (2) that the inability to perform a certain behavior may reflect …
Children's Tolerance Of Word-Form Variation, Paul Reeves Breuning
Children's Tolerance Of Word-Form Variation, Paul Reeves Breuning
Dissertations, Theses, and Capstone Projects
This study compared children's (N=96, mean age 4;1, range 2;8-5;3) and adults' (N=96, mean age 21 years) tolerance of word-onset modifications (e.g., wabbit and warabbit) and pseudo affixes (e.g., kocat and catko) in a label extension task. Trials comprised an introductory phase where children saw a picture of an animal and were told its name, and a test phase where they were shown the same picture along with one of a different animal. For `similar-name' trials, participants heard a word-form modification of the previously introduced name (e.g., introduced to a dib, they were asked, `which animal is a wib?'). For …
Visuospatial Reasoning In Toddlers: A Correlational Study Of Door Task Performance, Iris Louella Price
Visuospatial Reasoning In Toddlers: A Correlational Study Of Door Task Performance, Iris Louella Price
Open Access Dissertations
Previous research using violation-of-expectation paradigms suggests that very young infants have a good understanding of unobserved physical events. Yet toddlers appear to lack this knowledge when confronted with the door task, a visuospatial reasoning task which parallels ones used in the habituation/looking time studies. Many studies have been conducted in an effort to determine why toddlers perform poorly on the door task yet the answer remains unclear. The current study used a correlational approach to investigate door task performance from both psychological (executive function), and neuroscience (prefrontal cortex) perspectives. Children between the ages of 2 ½ - 3 years were …