Resolving interpretive ambiguity in text: children's generation of multiple interpretations
Article Abstract:
Four experiments were conducted to ascertain if young children are aware that the ending of a story with ambiguous causes may have not just one interpretation. The study also examined the factors that determine which interpretation is selected first. Findings revealed that second-grade and fourth-grade children knew how to provide two interpretations, although the younger group has a higher tendency to go beyond the story and use extra-story information in their second interpretations. It was also revealed that the first interpretations were influenced by factors facilitating concept accessibility.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Development of size modification of human figure in drawings in spatial axes systems of varying complexity
Article Abstract:
The manner of drawing human figures in varying sizes may be related to differences in age and spatial perception as suggested by the contradicting results of the study. In younger children ranging from seven to nine years of age, the concept was one of aggregate space wherein the principle is space economy. The size of their drawings are smaller probably with relation to the conservation of space and the lessened complexity brought about by a larger figure. In 12 year old children, the figures were increased in size with relation to increased ability to draw proportional spatial axes.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Developmental changes in the inhibition of previously relevant information
Article Abstract:
A study examined the presence of developmental differences in the ability to inhibit irrelevant information that has entered into working memory. The study involved second-grade students, sixth-grade students and young adults. Results revealed that children exhibited priming effects with disconfirmed nouns, particularly among the second graders, while young adults demonstrated priming effects only with the target nouns. These findings support the notion that developmental differences exist in the ability to suppress irrelevant information.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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