Current (->) article number 3 of 60 is unmarked
in terms of how their mind would be used for each one. The scenarios
involved primarily Prospective Memory, List Memory, Recognition Memory,
Comprehension, Inference, Planning, Comparison, or Selective Attention.
There was a developing tendency to organize mental activities on the
degree to which memory was a component of the activity. Several
distinctions were also more likely to be made with age: the distinction
between recall and recognition, the distinction between the roles of
internal and external cues in mediating cognitive activity, and the
distinction among the various roles of attentional processes in
regulating input from the sensory world. Together, these findings
suggest that a constructivist theory of mind develops in later
childhood.
KP: SIMILARITY TREES, CHILDRENS, WORDS, VERBS, GUESS
->TI:
TYPICAL AND ATYPICAL INFORMATION AS STRUCTURAL CATEGORIES IN THE
INSTRUCTIONAL PROCESSES
AU: PELEGRINA_M, GALLIFA_J, BELTRAN_FS
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