The distinction between perceiving and memorizing in the presence of category cues.

S. R. Yussen, S. Kunen, Ray Buss

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The study proposed and tested 2 hypotheses to account for the claim by Appel, Cooper, Knight, McCarrell, Yussen, and Flavell (1972) that "memorizing and perceiving are functionally undifferentiated for the young child" by presenting preschool, second-, and fifth-grade children a "memory" and a "look" problem under several treatments in which semantic category cues were present. Surprisingly, preschoolers showed functional differentiation even in the absence of semantic cues--a finding interpreted as evidence for a functional differentiation in the young child's deployment of attention. Second and fifth graders also exhibited functional differentiation in the absence of semantic cues, and there were age changes in the facilitating effects of input and retrieval cues on children's memory.

Original languageEnglish (US)
Pages (from-to)763-768
Number of pages6
JournalChild Development
Volume46
Issue number3
StatePublished - Sep 1975
Externally publishedYes

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functional differentiation
Cues
Semantics
semantics
Preschool Children
evidence
Therapeutics

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

The distinction between perceiving and memorizing in the presence of category cues. / Yussen, S. R.; Kunen, S.; Buss, Ray.

In: Child Development, Vol. 46, No. 3, 09.1975, p. 763-768.

Research output: Contribution to journalArticle

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