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Effects of correlated reinforcement on response amplitude in children.

Journal of experimental child psychology

Feldstone CS.
PMID: 5945068
J Exp Child Psychol. 1966 Jun;3(3):244-57. doi: 10.1016/0022-0965(66)90068-3.

No abstract available.

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Feldstone CS. Effects of correlated reinforcement on response amplitude in children. J Exp Child Psychol. 1966;3(3):244-57doi: 10.1016/0022-0965(66)90068-3.
Feldstone, C. S. (1966). Effects of correlated reinforcement on response amplitude in children. Journal of experimental child psychology, 3(3), 244-57. https://doi.org/10.1016/0022-0965(66)90068-3
Feldstone, C S. "Effects of correlated reinforcement on response amplitude in children." Journal of experimental child psychology vol. 3,3 (1966): 244-57. doi: https://doi.org/10.1016/0022-0965(66)90068-3
Feldstone CS. Effects of correlated reinforcement on response amplitude in children. J Exp Child Psychol. 1966 Jun;3(3):244-57. doi: 10.1016/0022-0965(66)90068-3. PMID: 5945068.
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Time estimation by young children with and without informational feedback.

Journal of experimental child psychology

Crowder AM, Hohle RH.
PMID: 5532075
J Exp Child Psychol. 1970 Dec;10(3):295-307. doi: 10.1016/0022-0965(70)90053-6.

No abstract available.

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Crowder AM, Hohle RH. Time estimation by young children with and without informational feedback. J Exp Child Psychol. 1970;10(3):295-307doi: 10.1016/0022-0965(70)90053-6.
Crowder, A. M., & Hohle, R. H. (1970). Time estimation by young children with and without informational feedback. Journal of experimental child psychology, 10(3), 295-307. https://doi.org/10.1016/0022-0965(70)90053-6
Crowder, A M, and Hohle, R H. "Time estimation by young children with and without informational feedback." Journal of experimental child psychology vol. 10,3 (1970): 295-307. doi: https://doi.org/10.1016/0022-0965(70)90053-6
Crowder AM, Hohle RH. Time estimation by young children with and without informational feedback. J Exp Child Psychol. 1970 Dec;10(3):295-307. doi: 10.1016/0022-0965(70)90053-6. PMID: 5532075.
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When do you know what you know? The emergence of memory monitoring.

Journal of experimental child psychology

Liu Y, Su Y, Xu G, Pei M.
PMID: 28863314
J Exp Child Psychol. 2018 Feb;166:34-48. doi: 10.1016/j.jecp.2017.06.014. Epub 2017 Aug 31.

Recent research on comparative metacognition shows that animals, like humans, can differentiate between what they know and what they do not know. However, not much is known about the metacognitive behaviors of human children during their early years. To...

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Liu Y, Su Y, Xu G, et al. When do you know what you know? The emergence of memory monitoring. J Exp Child Psychol. 2017;166:34-48doi: 10.1016/j.jecp.2017.06.014.
Liu, Y., Su, Y., Xu, G., & Pei, M. (2018). When do you know what you know? The emergence of memory monitoring. Journal of experimental child psychology, 16634-48. https://doi.org/10.1016/j.jecp.2017.06.014
Liu, Yan, et al. "When do you know what you know? The emergence of memory monitoring." Journal of experimental child psychology vol. 166 (2018): 34-48. doi: https://doi.org/10.1016/j.jecp.2017.06.014
Liu Y, Su Y, Xu G, Pei M. When do you know what you know? The emergence of memory monitoring. J Exp Child Psychol. 2018 Feb;166:34-48. doi: 10.1016/j.jecp.2017.06.014. Epub 2017 Aug 31. PMID: 28863314.
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Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies.

Journal of experimental child psychology

Vanbinst K, Ceulemans E, Peters L, Ghesquière P, De Smedt B.
PMID: 28946044
J Exp Child Psychol. 2018 Feb;166:232-250. doi: 10.1016/j.jecp.2017.08.008. Epub 2017 Sep 22.

Although symbolic numerical magnitude processing skills are key for learning arithmetic, their developmental trajectories remain unknown. Therefore, we delineated during the first 3years of primary education (5-8years of age) groups with distinguishable developmental trajectories of symbolic numerical magnitude processing...

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Vanbinst K, Ceulemans E, Peters L, et al. Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies. J Exp Child Psychol. 2017;166:232-250doi: 10.1016/j.jecp.2017.08.008.
Vanbinst, K., Ceulemans, E., Peters, L., Ghesquière, P., & De Smedt, B. (2018). Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies. Journal of experimental child psychology, 166232-250. https://doi.org/10.1016/j.jecp.2017.08.008
Vanbinst, Kiran, et al. "Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies." Journal of experimental child psychology vol. 166 (2018): 232-250. doi: https://doi.org/10.1016/j.jecp.2017.08.008
Vanbinst K, Ceulemans E, Peters L, Ghesquière P, De Smedt B. Developmental trajectories of children's symbolic numerical magnitude processing skills and associated cognitive competencies. J Exp Child Psychol. 2018 Feb;166:232-250. doi: 10.1016/j.jecp.2017.08.008. Epub 2017 Sep 22. PMID: 28946044.
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Little chameleons: The development of social mimicry during early childhood.

Journal of experimental child psychology

van Schaik JE, Hunnius S.
PMID: 27060416
J Exp Child Psychol. 2016 Jul;147:71-81. doi: 10.1016/j.jecp.2016.03.003. Epub 2016 Apr 06.

Adults use behavioral mimicry to blend in with (or stand out from) their social environment. Adopting another's mannerisms and behaviors, or "mimicking", communicates liking and similarity between interaction partners and has been shown to serve as an implicit affiliation...

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van Schaik JE, Hunnius S. Little chameleons: The development of social mimicry during early childhood. J Exp Child Psychol. 2016;147:71-81doi: 10.1016/j.jecp.2016.03.003.
van Schaik, J. E., & Hunnius, S. (2016). Little chameleons: The development of social mimicry during early childhood. Journal of experimental child psychology, 14771-81. https://doi.org/10.1016/j.jecp.2016.03.003
van Schaik, Johanna E, and Hunnius, Sabine. "Little chameleons: The development of social mimicry during early childhood." Journal of experimental child psychology vol. 147 (2016): 71-81. doi: https://doi.org/10.1016/j.jecp.2016.03.003
van Schaik JE, Hunnius S. Little chameleons: The development of social mimicry during early childhood. J Exp Child Psychol. 2016 Jul;147:71-81. doi: 10.1016/j.jecp.2016.03.003. Epub 2016 Apr 06. PMID: 27060416.
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The impact of fraction magnitude knowledge on algebra performance and learning.

Journal of experimental child psychology

Booth JL, Newton KJ, Twiss-Garrity LK.
PMID: 24124868
J Exp Child Psychol. 2014 Feb;118:110-8. doi: 10.1016/j.jecp.2013.09.001. Epub 2013 Oct 11.

Knowledge of fractions is thought to be crucial for success with algebra, but empirical evidence supporting this conjecture is just beginning to emerge. In the current study, Algebra 1 students completed magnitude estimation tasks on three scales (0-1 [fractions],...

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Booth JL, Newton KJ, Twiss-Garrity LK. The impact of fraction magnitude knowledge on algebra performance and learning. J Exp Child Psychol. 2013;118:110-8doi: 10.1016/j.jecp.2013.09.001.
Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of experimental child psychology, 118110-8. https://doi.org/10.1016/j.jecp.2013.09.001
Booth, Julie L, et al. "The impact of fraction magnitude knowledge on algebra performance and learning." Journal of experimental child psychology vol. 118 (2014): 110-8. doi: https://doi.org/10.1016/j.jecp.2013.09.001
Booth JL, Newton KJ, Twiss-Garrity LK. The impact of fraction magnitude knowledge on algebra performance and learning. J Exp Child Psychol. 2014 Feb;118:110-8. doi: 10.1016/j.jecp.2013.09.001. Epub 2013 Oct 11. PMID: 24124868.
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Fairness as partiality aversion: the development of procedural justice.

Journal of experimental child psychology

Shaw A, Olson K.
PMID: 24291349
J Exp Child Psychol. 2014 Mar;119:40-53. doi: 10.1016/j.jecp.2013.10.007. Epub 2013 Nov 28.

Adults and children dislike inequity-people being paid unequally for equal work. However, adults will allow inequity if the inequity is determined using an impartial procedure, indicating that they value procedural justice. It is unknown whether children value procedural justice...

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Shaw A, Olson K. Fairness as partiality aversion: the development of procedural justice. J Exp Child Psychol. 2013;119:40-53doi: 10.1016/j.jecp.2013.10.007.
Shaw, A., & Olson, K. (2014). Fairness as partiality aversion: the development of procedural justice. Journal of experimental child psychology, 11940-53. https://doi.org/10.1016/j.jecp.2013.10.007
Shaw, Alex, and Olson, Kristina. "Fairness as partiality aversion: the development of procedural justice." Journal of experimental child psychology vol. 119 (2014): 40-53. doi: https://doi.org/10.1016/j.jecp.2013.10.007
Shaw A, Olson K. Fairness as partiality aversion: the development of procedural justice. J Exp Child Psychol. 2014 Mar;119:40-53. doi: 10.1016/j.jecp.2013.10.007. Epub 2013 Nov 28. PMID: 24291349.
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Children's developing understanding of what and how they learn.

Journal of experimental child psychology

Sobel DM, Letourneau SM.
PMID: 25728930
J Exp Child Psychol. 2015 Apr;132:221-9. doi: 10.1016/j.jecp.2015.01.004. Epub 2015 Feb 26.

What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how...

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Sobel DM, Letourneau SM. Children's developing understanding of what and how they learn. J Exp Child Psychol. 2015;132:221-9doi: 10.1016/j.jecp.2015.01.004.
Sobel, D. M., & Letourneau, S. M. (2015). Children's developing understanding of what and how they learn. Journal of experimental child psychology, 132221-9. https://doi.org/10.1016/j.jecp.2015.01.004
Sobel, David M, and Letourneau, Susan M. "Children's developing understanding of what and how they learn." Journal of experimental child psychology vol. 132 (2015): 221-9. doi: https://doi.org/10.1016/j.jecp.2015.01.004
Sobel DM, Letourneau SM. Children's developing understanding of what and how they learn. J Exp Child Psychol. 2015 Apr;132:221-9. doi: 10.1016/j.jecp.2015.01.004. Epub 2015 Feb 26. PMID: 25728930.
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Editorial.

Journal of experimental child psychology

Liben LS.
PMID: 11017718
J Exp Child Psychol. 2000 Oct;77(2):87-8. doi: 10.1006/jecp.2000.2590.

No abstract available.

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Liben LS. Editorial. J Exp Child Psychol. 2000;77(2):87-8doi: 10.1006/jecp.2000.2590.
Liben, L. S. (2000). Editorial. Journal of experimental child psychology, 77(2), 87-8. https://doi.org/10.1006/jecp.2000.2590
Liben. "Editorial." Journal of experimental child psychology vol. 77,2 (2000): 87-8. doi: https://doi.org/10.1006/jecp.2000.2590
Liben LS. Editorial. J Exp Child Psychol. 2000 Oct;77(2):87-8. doi: 10.1006/jecp.2000.2590. PMID: 11017718.
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Children's ability to make tentative interpretations of ambiguous messages.

Journal of experimental child psychology

Beck SR, Robinson EJ.
PMID: 11292313
J Exp Child Psychol. 2001 May;79(1):95-114. doi: 10.1006/jecp.2000.2583.

Consistent with prior research, 5- and 6-year-old children overestimated their knowledge of the intended referent of ambiguous messages. Yet they correctly revised their interpretations of ambiguous messages in light of contradicting information that followed immediately, while maintaining their initial...

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Beck SR, Robinson EJ. Children's ability to make tentative interpretations of ambiguous messages. J Exp Child Psychol. 2001;79(1):95-114doi: 10.1006/jecp.2000.2583.
Beck, S. R., & Robinson, E. J. (2001). Children's ability to make tentative interpretations of ambiguous messages. Journal of experimental child psychology, 79(1), 95-114. https://doi.org/10.1006/jecp.2000.2583
Beck, S R, and Robinson, E J. "Children's ability to make tentative interpretations of ambiguous messages." Journal of experimental child psychology vol. 79,1 (2001): 95-114. doi: https://doi.org/10.1006/jecp.2000.2583
Beck SR, Robinson EJ. Children's ability to make tentative interpretations of ambiguous messages. J Exp Child Psychol. 2001 May;79(1):95-114. doi: 10.1006/jecp.2000.2583. PMID: 11292313.
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The link between preschoolers' executive function and theory of mind and the role of epistemic states.

Journal of experimental child psychology

Henning A, Spinath FM, Aschersleben G.
PMID: 21118749
J Exp Child Psychol. 2011 Mar;108(3):513-31. doi: 10.1016/j.jecp.2010.10.006. Epub 2010 Nov 30.

The aim of this study was to assess the specific relation between 3- to 6-year-olds' performance on a task measuring executive function (EF), the Dimensional Change Card Sort task (DCCS), and different developmental attainments in their theory of mind...

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Henning A, Spinath FM, Aschersleben G. The link between preschoolers' executive function and theory of mind and the role of epistemic states. J Exp Child Psychol. 2010;108(3):513-31doi: 10.1016/j.jecp.2010.10.006.
Henning, A., Spinath, F. M., & Aschersleben, G. (2011). The link between preschoolers' executive function and theory of mind and the role of epistemic states. Journal of experimental child psychology, 108(3), 513-31. https://doi.org/10.1016/j.jecp.2010.10.006
Henning, Anne, et al. "The link between preschoolers' executive function and theory of mind and the role of epistemic states." Journal of experimental child psychology vol. 108,3 (2011): 513-31. doi: https://doi.org/10.1016/j.jecp.2010.10.006
Henning A, Spinath FM, Aschersleben G. The link between preschoolers' executive function and theory of mind and the role of epistemic states. J Exp Child Psychol. 2011 Mar;108(3):513-31. doi: 10.1016/j.jecp.2010.10.006. Epub 2010 Nov 30. PMID: 21118749.
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It pays to compare: an experimental study on computational estimation.

Journal of experimental child psychology

Star JR, Rittle-Johnson B.
PMID: 19147158
J Exp Child Psychol. 2009 Apr;102(4):408-26. doi: 10.1016/j.jecp.2008.11.004. Epub 2009 Jan 14.

Comparing and contrasting examples is a core cognitive process that supports learning in children and adults across a variety of topics. In this experimental study, we evaluated the benefits of supporting comparison in a classroom context for children learning...

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Star JR, Rittle-Johnson B. It pays to compare: an experimental study on computational estimation. J Exp Child Psychol. 2009;102(4):408-26doi: 10.1016/j.jecp.2008.11.004.
Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: an experimental study on computational estimation. Journal of experimental child psychology, 102(4), 408-26. https://doi.org/10.1016/j.jecp.2008.11.004
Star, Jon R, and Rittle-Johnson, Bethany. "It pays to compare: an experimental study on computational estimation." Journal of experimental child psychology vol. 102,4 (2009): 408-26. doi: https://doi.org/10.1016/j.jecp.2008.11.004
Star JR, Rittle-Johnson B. It pays to compare: an experimental study on computational estimation. J Exp Child Psychol. 2009 Apr;102(4):408-26. doi: 10.1016/j.jecp.2008.11.004. Epub 2009 Jan 14. PMID: 19147158.
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Showing 1 to 12 of 411 entries