Literaturnachweis - Detailanzeige
| Autor/inn/en | Rabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly |
|---|---|
| Titel | Age, Memory Load, and Individual Differences in Working Memory as Determinants of Class-Inclusion Reasoning. |
| Quelle | In: Journal of Experimental Child Psychology, 81 (2002) 2, S.157-93 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| Schlagwörter | Age Differences; Children; Classification; Cognitive Development; Cognitive Processes; Individual Differences; Mathematical Models; Memory; Performance Factors; Problem Solving; Theories Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Individueller Unterschied; Mathematical model; Mathematisches Modell; Gedächtnis; Leistungsindikator; Problemlösen; Theory; Theorie |
| Abstract | This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory load were independent, but depended on age of participant. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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