Developmental differences in the use of prototype and exemplar-specific information

Article Abstract:

A study was conducted by the University of Newcastle and New South Wales in Australia to understand developmental differences in the use of prototypes. Subjects, aged 6, 11, and 21, were asked to form 2 overlapping categories from visual patterns. Twenty-four hours after categorization, a set of transfer stimuli, old and new patterns and a theoretical prototype, were introduced. The specific examplar model could explain poorly defined categorization because of differences in the developmental level reached.

Research, Child development

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Time and resource limits on working memory: cross-age consistency in counting span performance

Article Abstract:

Cross-age consistency in counting span performance, after separating contributions of time and resource demands was examined using a WM (working memory) span task. The consistent relation of counting span performance to reading-related behaviors over a 2- year period in early literacy development was observed.

Short-term memory

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The role of diverse instruction in conceptual change

Article Abstract:

The operation of the diversity principle in conceptual change regarding children's understanding of the earth's shape is examined. It was observed that conceptual change was more likely to be brought about by instruction that challenged diverse aspects of the naive scientific beliefs held by children.

Concepts in children, Childhood concepts

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