Developmental changes in picture recognition

Mandler, Jean M.; Robinson, Carol

doi:10.1016/0022-0965(78)90114-5

Cited by 82 publications

(52 citation statements)

References 16 publications

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“…For example, a recent study 58 showed that the formation of memory for scenes was associated with activation of cortical areas responsible for the visual perception of scenes (i.e., parahippocampal place area 71 ). Memory for natural scenes improves during childhood and adolescence through to adulthood 72 , and these improvements correlate with changes in the activity of cortical areas specialized for processing scenes 73 during the encoding and subsequent representation of complex scenes.…”

Section: Findings From Neurobiological Studiesmentioning

confidence: 98%

Memory development: implications for adults recalling childhood experiences in the courtroom

Howe

2013

Nat Rev Neurosci

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Section: Findings From Neurobiological Studiesmentioning

confidence: 98%

Memory development: implications for adults recalling childhood experiences in the courtroom

Howe

2013

Nat Rev Neurosci

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“…Vygotsky's unorganized congeries) to (c) abstraction of discriminatory categories (Alexander & Enns, 1988;Eimas, 1970;Luria, 1976;Vygotsky, 1934Vygotsky, /1986. Young children often categorize in a haphazard fashion, but by middle childhood taxonomic categories provide them with useful organizational frameworks (Alexander & Enns, 1988;Courage, 1989;Keil, 1989;Keil & Kelly, 1987;Mandler & Robinson, 1978;Markman, 1989).…”

Section: Questioning Strategiesmentioning

confidence: 99%

Generating Questions: Processing Time Changes Between Early Adolescence and Young Adulthood

Drumm

Jackson

2017

Psychology of Language and Communication

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Information seeking by asking questions is fundamental to solving some problems. How quickly it proceeds can be important, especially if stakes are high. This experiment compared the processing times of three question types generated by early adolescents, middle adolescents, and young adults who sought to identify unknown target exemplars in a series of test arrays. Category questions, which eliminate alternatives based on their membership in contrasting mutually exclusive sets, were of two types: conceptual and perceptual. Conceptual category questions took longer to generate than perceptual category questions for all age groups. Syncretic questions, which refer to more than one category, took longer to generate than perceptual category questions for early adolescents, although they did not take longer to generate than perceptual category questions for the two older groups. Age-related changes in cognitive processing, syncretic thinking, and experience with hypothesis testing provide a framework for interpreting these results.Key words: processing time, 20 questions, adolescence, problem solving, categorization 1 Dorothy W. Jackson collaborated with the first author in designing and carrying out the study, and co-writing early drafts of this report. Unfortunately, she passed away before its completion. Timothy Drumm provided valuable assistance at the inception of the project. The authors also wish to thank the students, administrators, and faculty of the middle and senior high schools in northwestern Ohio for their part in this research.

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“…Kail further pointed out that children's recognition often involves much more complexity; that is, scenes that contain multiple objects. Using a paradigm similar to the one utilized by Brown and Scott (1971), several studies have shown that recognition accuracy for scenes containing multiple objects increases with age (e.g., Hock, Romanski, Galie, & Williams, 1978;Mandler & Robinson, 1978;Newcombe, Rogoff, & Kagen, 1977). For example, Newcombe, et al (1977) tested recognition accuracy of 6-year-olds, 9-year-olds, and adults for several pictures of scenes, each of which contained multiple objects arranged in a natural setting.…”

Section: Long-term Memorymentioning

confidence: 99%

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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In an effort to reduce the high crash rate and resulting injuries of young drivers, the National Highway Traffic Safety Administration has sponsored research to assess the factors responsible for this heightened crash risk and to determine the implications for traffic safety programs. As part of this research, this review of research literature was conducted to determine what is known about cognitive development and information processing capabilities of youth. The goal of the project was to ascertain how traffic safety programs should be structured to match these cognitive characteristics. The review is divided into 12 sections. This literature review focuses primarily on cognitive development from about 10 to 24 years of age. The first section is about memory; that is, the processes that allow a person to retain knowledge over time. The second section, attention, discusses the factors related to the development of how people focus cognitive resources on perceptual or mental tasks, including selective, divided, and sustained attention. The third section, learning, discusses the processes by which people acquire information. The fourth section, reasoning, discusses types of reasoning and the problems young people have with this type of thinking. The fifth section, motivation, examines the factors that initiate and influence the intensity of behaviors. The sixth section, is a discussion of the development of risk perception and factors that contribute to the misperception of risk. The seventh section discusses the development of problem solving and decision making in a general way. While influenced by all other cognitive factors and their age-related limitations, general deficits of problem solving and decision making ability are discussed. The eight section, social cognition, covers those topics in the development of social cognition that are likely to have an effect on driving: attribution theory and social schemata/scripts. The ninth section, attitude formation and change, discusses several factors related to attitudes and persuasion. The tenth section examines briefly the development of verbal ability, that is, all use of language. Because many traffic safety messages and programs deal with moral issues in driving, the AcknowledgmentsThis project was sponsored by the United States Department of Transportation, National Highway Traffic Safety Administration. Several individuals provided valuable insight and feedback on this literature review. A group of talented people served as subject-matter experts. This group of experts suggested literature review topics and studies, read and commented on several versions of this manuscript, and participated in a 1-day meeting to discuss the issues involved with cognitive development and traffic safety messages and programs for youth. We thank them for their generous and worthwhile efforts. The people in this group were: Allen Bard, Douglas Bierness, Jacquelynne Eccles, John Hagen, Brian Jonah, Patrick O'Malley, John Palmer, David Rosen, J. Frank Yates, and Marc Z...

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Developmental changes in picture recognition

Cited by 82 publications

References 16 publications

Memory development: implications for adults recalling childhood experiences in the courtroom

Memory development: implications for adults recalling childhood experiences in the courtroom

Generating Questions: Processing Time Changes Between Early Adolescence and Young Adulthood

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

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