Linked Life Data

1157615

Source:http://linkedlifedata.com/resource/pubmed/id/1157615

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
3
pubmed:dateCreated
1975-11-22
pubmed:abstractText
The study proposed and tested 2 hypotheses to account for the claim by Appel, Cooper, Knight, McCarrell, Yussen, and Flavell (1972) that "memorizing and perceiving are functionally undifferentiated for the young child" by presenting preschool, second-, and fifth-grade children a "memory" and a "look" problem under several treatments in which semantic category cues were present. Surprisingly, preschoolers showed functional differentiation even in the absence of semantic cues--a finding interpreted as evidence for a functional differentiation in the young child's deployment of attention. Second and fifth graders also exhibited functional differentiation in the absence of semantic cues, and there were age changes in the facilitating effects of input and retrieval cues on children's memory.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Sep
pubmed:issn
0009-3920
pubmed:author
pubmed:issnType
Print
pubmed:volume
46
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
763-8
pubmed:dateRevised
2004-11-17
pubmed:meshHeading
pubmed:year
1975
pubmed:articleTitle
The distinction between perceiving and memorizing in the presence of category cues.
pubmed:publicationType
Journal Article