Developmental Differences in the Accuracy of Reporting the Causal Determinants of Behaviour

1990 ◽  
Vol 13 (2) ◽  
pp. 251-262
Author(s):  
Tracy Schrans ◽  
Janet F. Werker ◽  
Richard E. Brown
Keyword(s):  
Developmental Change ◽  
Causal Attribution ◽  
A Priori ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Older Children ◽  
Causal Theories

Previous research has indicated that adults often show little accuracy in reporting the causal determinants of their behaviour, and instead rely on a priori causal theories or schemes for explaining their actions. Although this has been interpreted as indicating a deficit in introspective awareness, alternative interpretations have also been suggested. The present research was designed to assess the adequacy of this and alternative interpretations by exploring whether there are developmental changes in the accuracy of reporting. To explore this question, children aged 3, 5, and 7 years were tested on two liking-judgement tasks, one of which assessed accuracy of reporting the variables influencing liking judgements. Results indicated that younger children do not make the same types of errors as older children and adults, and that younger children can more accurately report the actual variables determining their judgements. These results are discussed with reference to the meaning of the observed developmental change, and to the validity of the various possible explanations for causal attribution errors.

Developmental Changes in Free-Recall Learning by Children

1974 ◽  
Vol 35 (2) ◽  
pp. 963-969
Author(s):  
P. G. Aaron ◽  
R. N. Malatesha ◽  
Robert Schwie
Keyword(s):  
Free Recall ◽  
Developmental Change ◽  
Recall Task ◽  
Developmental Changes ◽  
Seventh Graders ◽  
Older Children ◽  
Free Recall Task ◽  
Free Recall Learning ◽  
Modes Of Processing

A free-recall task was tachistoscopically administered to 124 children belonging to four different age levels. Nursery and kindergarten children's recalls were more closely related to clustering measures than those of seventh graders. Older children's recalls did not vary as a function of clustering in their recall. While younger children seem to rely heavily on E's imposed organization, older children seem to utilize divergent modes of processing of information. Such a developmental change provides an explanation for the conflicting findings reported in free-recall studies.

Developmental Changes in the Structure of Semantic Memory

1980 ◽  
Vol 46 (2) ◽  
pp. 355-358
Author(s):  
Naoki Oka ◽  
Seiko Fukada ◽  
Toshiaki Mori
Keyword(s):  
Preschool Children ◽  
Multidimensional Scaling ◽  
Semantic Memory ◽  
Developmental Change ◽  
Three Dimensional ◽  
Developmental Changes ◽  
Older Children ◽  
Dimensional Solution ◽  
Complementary Relationship ◽  
Sorting Tasks

The present study was designed to examine the developmental change in the structure of semantic memory by using multidimensional scaling. Preschool children (4-yr.-old and 5-yr.-old) performed 56 sorting tasks with 56 possible combinations of 3 words from 8 familiar words. A three-dimensional solution of the data showed (1) dimension I may be interpreted as a taxonomic category and the combination of Dimensions II and III as a complementary relationship. (2) Also, younger children put more weight on Dimensions II and III than older children, whereas older children put more weight on Dimension I.

Children show adult-like hippocampal pattern separation for familiar but not novel events

2020 ◽  
Author(s):  
Susan L. Benear ◽  
Elizabeth A. Horwath ◽  
Emily Cowan ◽  
M. Catalina Camacho ◽  
Chi Ngo ◽  
...  
Keyword(s):  
Episodic Memory ◽  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Developmental Change ◽  
Pattern Separation ◽  
Developmental Changes ◽  
Similarity Analysis ◽  
Separation Processes ◽  
Parahippocampal Cortex ◽  
Pattern Similarity

The medial temporal lobe (MTL) undergoes critical developmental change throughout childhood, which aligns with developmental changes in episodic memory. We used representational similarity analysis to compare neural pattern similarity for children and adults in hippocampus and parahippocampal cortex during naturalistic viewing of clips from the same movie or different movies. Some movies were more familiar to participants than others. Neural pattern similarity was generally lower for clips from the same movie, indicating that related content taxes pattern separation-like processes. However, children showed this effect only for movies with which they were familiar, whereas adults showed the effect consistently. These data suggest that children need more exposures to stimuli in order to show mature pattern separation processes.

scholarly journals The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning

2021 ◽  
Author(s):  
Gökhan Gönül ◽  
Nike Tsalas ◽  
Markus Paulus
Keyword(s):  
Time Allocation ◽  
Time Pressure ◽  
Self Regulation ◽  
Age Groups ◽  
Study Time ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Metacognitive Control ◽  
Metacognitive Cues ◽  
Study Time Allocation

AbstractThe effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds.

Individual Change in Perceived Control over 20 Years

1993 ◽  
Vol 16 (2) ◽  
pp. 305-322 ◽  
Author(s):  
Margaret Gatz ◽  
Michele J. Karel
Keyword(s):  
Older Adults ◽  
Perceived Control ◽  
Middle Age ◽  
Cohort Effect ◽  
Personal Control ◽  
Developmental Differences ◽  
Developmental Changes ◽  
Individual Change ◽  
Cross Sectional ◽  
Historical Reality

Perceptions of personal control were studied in 1267 individuals who represented four generations of families participating in a large longitudinal study spanning 1971 to 1991. Cross-sectional, longitudinal, and sequential analytic strategies were employed. Over 20 years, mean levels of personal control became more internal in the 560 respondents who participated at all four times of measurement, probably as a reflection of contextual factors in the culture. Developmental changes toward greater internality were indicated for young adults as they progressed into middle age. Cross-sectional differences in middle-aged and older adults did not appear to represent developmental differences. The oldest generation of women was consistently the most external subgroup, suggesting a cohort effect reflective of their socio-historical reality.

Developmental Changes in Release Properties of the CA3-CA1 Glutamate Synapse in Rat Hippocampus

2004 ◽  
Vol 92 (5) ◽  
pp. 2714-2724 ◽  
Author(s):  
P. Wasling ◽  
E. Hanse ◽  
B. Gustafsson
Keyword(s):  
Developmental Change ◽  
Hippocampal Slices ◽  
Nmda Receptor Antagonist ◽  
Developmental Changes ◽  
Excitatory Postsynaptic Potential ◽  
Paired Pulse ◽  
Mk 801 ◽  
Release Probability ◽  
The Individual

Developmental changes in release probability ( Pr) and paired–pulse plasticity at CA3-CA1 glutamate synapses in hippocampal slices of neonatal rats were examined using field excitatory postsynaptic potential (EPSP) recordings. Paired-pulse facilitation (PPF) at these synapses was, on average, absent in the first postnatal week but emerged and became successively larger during the second postnatal week. This developmental increase in PPF was associated with a reduction in Pr, as indicated by the slower progressive block of the N-methyl-d-aspartate (NMDA) EPSP by the noncompetitive NMDA receptor antagonist MK-801. This developmental reduction in Pr was not homogenous among the synapses. As shown by the MK-801 analysis, the Pr heterogeneity observed among adult CA3-CA1 synapses is present already during the first postnatal week, and the developmental Pr reduction was found to be largely selective for synapses with higher Pr values, leaving Pr of the vast majority of the synapses essentially unaffected. A reduction in Pves, the release probability of the individual vesicle, possibly caused by reduction in Ca2+ influx, seems to explain the reduction in Pr. In vivo injection of tetanus toxin at the end of the first postnatal week did not prevent the increase in PPF, indicating that this developmental change in release is not critically dependent on normal neural activity during the second postnatal week.

A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings

2002 ◽  
Vol 11 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Anne van Kleeck ◽  
Amy Beckley-McCall
Keyword(s):  
Mixed Strategy ◽  
Developmental Differences ◽  
Older Children ◽  
Levels Of Abstraction ◽  
Linguistic Complexity ◽  
Reading Condition ◽  
Book Sharing ◽  
Simultaneous Reading ◽  
Fine Tune ◽  
Different Levels

Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.

Acquiring Cultural Forms: Cognitive Aspects of Socialization Illustrated by Children's Drawings and Judgments of Drawings

1986 ◽  
Vol 9 (4) ◽  
pp. 485-505 ◽  
Author(s):  
Jacqueline J. Goodnow ◽  
Paula Wilkins ◽  
Leslie Dawes
Keyword(s):  
Cultural Context ◽  
Developmental Change ◽  
Cross Cultural ◽  
Older Children ◽  
Children's Drawings ◽  
Underlying Assumption ◽  
Children’S Drawings ◽  
Cultural Comparisons ◽  
Cultural Forms ◽  
Children’S Exposure

To explore how children come to adopt cultural forms of representation, three studies are presented. Study 1 asks about children's ability to discriminate between 'younger' and 'older' pieces of work, with 'younger and 'older' distinguished on the basis of Developmental Drawing Status (Harris 1963). Study 2 asks about children's preferences and the extent to which they match those of teachers. Study 3 asks about the differences between drawings children produce for themselves and those they produce when asked by an adult for a 'good' drawing. The underlying assumption is that one condition influencing developmental change is children's exposure to work by adults or by older children. The results point to ways of combining cross-cultural comparisons of performances with monocultural work on processes underlying children's productions. They also raise questions about patterns of exposure in any cultural context and about factors involved in the development of discriminations, preferences, and audience expectations.

Developmental and stylistic variation in the composition of early vocabulary

1994 ◽  
Vol 21 (1) ◽  
pp. 85-123 ◽  
Author(s):  
Elizabeth Bates ◽  
Virginia Marchman ◽  
Donna Thal ◽  
Larry Fenson ◽  
Philip Dale ◽  
...  
Keyword(s):  
Maternal Education ◽  
Linear Increase ◽  
Developmental Changes ◽  
Function Word ◽  
Small Samples ◽  
Initial Increase ◽  
Older Children ◽  
Grammatical Function ◽  
Function Words ◽  
Closed Class

ABSTRACTResults are reported for stylistic and developmental aspects of vocabulary composition for 1, 803 children and families who participated in the tri-city norming of a new parental report instrument, the MacArthur Communicative Development Inventories. We replicate previous studies with small samples showing extensive variation in use of common nouns between age o;8 and 1;4 (i.e. ‘referential style’), and in the proportion of vocabulary made up of closed-class words between 1;4 and 2;6 (i.e. ‘analytic’ vs. ‘holistic’ style). However, both style dimensions are confounded with developmental changes in the composition of the lexicon, including three ‘waves’ of reorganization: (1) an initial increase in percentage of common nouns from 0 to 100 words, followed by a proportional decrease; (2) a slow linear increase in verbs and other predicates, with the greatest gains taking place between 100 and 400 words; (3) no proportional development at all in the use of closed-class vocabulary between 0 and 400 words, followed by a sharp increase from 400 to 680 words. When developmental changes in noun use are controlled, referential-style measures do not show the association with developmental precocity reported in previous studies, although these scores are related to maternal education. By contrast, when developmental changes in grammatical function word use are controlled, high closed-class scores are associated with a slower rate of development. We suggest that younger children may have less perceptual acuity and/or shorter memory spans than older children with the same vocabulary size. As a result, the younger children may ignore unstressed function words until a later point in development while the older children tend to reproduce perceptual details that they do not yet understand. Longitudinal data show that early use of function words (under 400 words) is not related to grammatical levels after the 4OO-word point, confirming our ‘stylistic’ interpretation of early closed-class usage. We close with recommendations for the unconfounding of stylistic and developmental variance in research on individual differences in language development, and provide look-up tables that will permit other investigators to pull these aspects apart.

Shifting gears: Coping flexibility in children with and without ADHD

2009 ◽  
Vol 34 (1) ◽  
pp. 10-23 ◽  
Author(s):  
Kimberley A. Babb ◽  
Linda J. Levine ◽  
Jaime M. Arseneault
Keyword(s):  
Coping Strategies ◽  
Cognitive Skills ◽  
Developmental Differences ◽  
Age Difference ◽  
Social Strategies ◽  
Older Children ◽  
Repertoire Size ◽  
Coping Flexibility ◽  
Younger Age ◽  
Children's Coping

This study examined developmental differences in, and cognitive bases of, coping flexibility in children with and without ADHD. Younger (age 7 to 8) and older (age 10 to 11) children with and without ADHD ( N = 80) responded to hypothetical vignettes about problematic interactions with peers that shifted from controllable to uncontrollable over time. We assessed children’s coping strategies, perceptions of controllability, coping repertoire size, and executive function. Coping flexibility was defined as reporting more strategies directed toward adjusting to, rather than changing, situations as they became uncontrollable. Older children without ADHD demonstrated greater coping flexibility than did younger children without ADHD or either age group with ADHD. The age difference in coping flexibility was mediated by older children’s greater accuracy in perceiving decreases in controllability. Children with ADHD (both younger and older) reported more anti social strategies than did children without ADHD, a difference that was accounted for by their smaller repertoire of coping strategies. Programs directed toward enhancing coping flexibility may need to target different cognitive skills for children with and without ADHD.

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