The development of conceptual categories of attention during the elementary school years

Article Abstract:

Children's naive theories of attention were examined by concentrating on their conceptual knowledge of certain subtypes of attention. Attention grasping, divided attention, attentional inhibition and perceptual comparison were examined and similarity judgment data underwent similarity tree analysis (EXTREE). With increasing age there was less emphasis on surface features, more attentional subtypes were identified, and greater emphasis was placed on the role of effort in attention.

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The development of interpretations for novel noun-noun conceptual combinations during the early school years

Article Abstract:

A research investigates issues surrounding early school children's use of the similarity between head and modifier terms in deriving interpretations for novel noun-noun conceptual combinations. Results indicated that there were few high-similarity combinations and few combinations requiring property interpretations, suggesting that children have limited exposure to highly similar combinations and property interpretations.

United States, Psychological aspects, Methods, Education, Study and teaching, Preschool children, Translating and interpreting, Translation (Languages), Concept formation

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Developmental changes in children's abilities to share and allocate attention in a dual task

Article Abstract:

Children appear to learn to control attention allocation when attempting two tasks with differing priorities.

Child development

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