Attention and Cognitive Styles [electronic resource] / John C. Wright and Alice G. Vlietstra.
This study investigated two methods for establishing a systematic, selective, attending strategy in a memory task for children. One method was direct training of a specific strategy, employing instructions, fading, modeling, and prompts to direct the child's attention to the relevant features a...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 099 | |f ERIC DOC # |a ED129408 | ||
| 100 | 1 | |a Wright, John C. | |
| 245 | 1 | 0 | |a Attention and Cognitive Styles |h [electronic resource] / |c John C. Wright and Alice G. Vlietstra. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 46 p. | ||
| 500 | |a ERIC Document Number: ED129408. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: NE-C-00-3-0104. |5 ericd. | ||
| 500 | |a ERIC Note: For related document, see PS 008 779. |5 ericd. | ||
| 500 | |a Educational level discussed: Early Childhood Education. | ||
| 520 | |a This study investigated two methods for establishing a systematic, selective, attending strategy in a memory task for children. One method was direct training of a specific strategy, employing instructions, fading, modeling, and prompts to direct the child's attention to the relevant features and to organize systematic looking behavior. The second method involved the design of the stimuli, making relevant features perceptually more (or less) salient. Observing behavior and short-term recognition were studied. Sixty 3 1/2-to-5 1/2-year-old children matched pictures from memory with either strategy training for systematic scanning or placebo practice followed by transfer. One-third of the subjects in each condition saw stimuli with relevant portions made perceptually salient, another third with irrelevant portions salient, and the rest with no portions salient. Strategy training enhanced systematic relevant observing behavior and facilitated recognition in both training and transfer. Stimulus saliency, when irrelevant, interfered in training for placebo subjects. Saliency directly influenced looking behavior only for young subjects in the early part of each trial. (Author/SB) | ||
| 650 | 0 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Style. |2 ericd. |
| 650 | 0 | 7 | |a Early Childhood Education. |2 ericd. |
| 650 | 1 | 7 | |a Memory. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Children. |2 ericd. |
| 650 | 1 | 7 | |a Recognition. |2 ericd. |
| 650 | 0 | 7 | |a Research. |2 ericd. |
| 650 | 1 | 7 | |a Responses. |2 ericd. |
| 650 | 1 | 7 | |a Transfer of Training. |2 ericd. |
| 650 | 0 | 7 | |a Visual Stimuli. |2 ericd. |
| 700 | 1 | |a Vlietstra, Alice G. | |
| 710 | 2 | |a Kansas Center for Research in Early Childhood Education. | |
| 856 | 4 | 0 | |z Full Text (via ERIC) |u http://files.eric.ed.gov/fulltext/ED129408.pdf |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED129408 |h Other scheme |i web |n 1 |