Units of analysis in nonword reading: Evidence from children and adults
Article Abstract:
A study examined how children and adults read unfamiliar words. An overall prediction that nonword-reading strategy is determined by both developmental level of reading ability and task demands, is based on the flexible-unit-size hypothesis. The study results are consistent with the suggestion that both children and adults have certain control over levels of spelling-to-sound correspondence used in reading unfamiliar items.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1999
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Sequential pointing in children and adults
Article Abstract:
Visuomotor control in sequential pointing was studied in 6-10 year old children, and in adults. The temporal and spatial parameters of the motor sequences in children showed large age-dependent trends. It is suggested that motor development is not uniformly fine-tuned but each development stage is characterized by strategic components available at that stage.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2000
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Preschoolers' recognition of numerical equivalence: Sequential sets
Article Abstract:
A study examined whether 3-5 year olds can recognize numerical equivalence for comparisons involving sequentially presented sets. The results suggest that they recognize numerical equivalence for statics sets earlier than for sequential sets. Conventional counting ability was linked to success on comparisons involving sequential sets, but not static sets.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1999
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