Generating Questions: Processing Time Changes Between Early Adolescence and Young Adulthood
By: Patrick Drumm and Dorothy W. Jackson
References
- Alexander, J. M., Johnson, K. E., Leibham, M. E., & DeBauge, C. (2004). Constructing domain-specific knowledge in kindergarten: Relations among knowledge, intelligence, and strategic performance. Learning and Individual Differences, 15, 35-52. doi:10.1016/j.lindif.2004.07.001
- Alexander, T. M., & Enns, J. T., (1988). Age changes in the boundaries of fuzzy categories. Child Development, 59, 1372-1386.
- Bruner, J. S., Goodnow, J., & Austin, G. A. (1956). A study of thinking. New York: Wiley.
- Bruner, J. S., Olver, R. R., & Greenfield, P. M. (1966). Studies in cognitive growth. New York, NY: Wiley.
- Clément, E. & Gavornikova-Baligand, Z. (2010). Problem solving strategies by mentally retarded adults: Evidence from the twenty questions task. Psychologie Franҫaise, 55, 25-39.
- Courage, M. L. (1989). Children's inquiry strategies in referential communication and in the game of twenty questions. Child Development, 60, 877-886. doi:10.1111/1467-8624.ep9676156
- Deary, I. J. & Der, G. (2005). Reaction time explains IQ’s association with death. Psychological Science, 16, 64-69. doi:10.1111/j.0956-7976.2005.00781.x
- Denney, N. W., Jones, F. W., & Krigel, S. H. (1979). Modifying the questioning strategies of young children and elderly adults with strategy-modeling techniques. Human Development, 22, 23-36.
- Drumm, P., & Jackson, D. W. (1996). Developmental changes in questioning strategies during adolescence. Journal of Adolescent Research, 11, 283-303.
- Edwards, J. C. (1969). Effect of instruction and concomitant variables on multiple-categorization ability. Journal of Educational Psychology, 60, 138-143. doi:10.1037/h0027013
- Eimas, P. D. (1969). A developmental study of hypothesis behavior and focusing. Journal of Experimental Child Psychology, 8, 160-172. doi:10.1016/0022-0965(69)90037-X
- Eimas, P. D. (1970). Information processing in problem solving as a function of developmental level and stimulus saliency. Developmental Psychology, 2(2), 224-229. doi:10.1037/h0028746
- Estes, W. K. (1993). Concepts, Categories, and Psychological Science. Psychological Science, 4(3), 143-153.
- Fodor, J. (1972). Some reflections on L. S. Vygotsky's Thought and Language. Cognition, 1(1), 83-95. doi:10.1016/0010-0277(72)90046-7
- Fry, A. F. & Hale, S. (1996). Processing speed, working memory, and fluid intelligence. Psychological Science, 7(4), 237-241.
- Gholson, B. (1980). The cognitive-developmental basis of human learning: Studies in hypothesis testing. New York, NY: Academic Press.
- Gibson, J. J. (1947). Motion picture testing and research. Armed Forces Aviation Psychology Program Research Reports, Report No. 7. Washington, DC: U.S. Government Printing Office.
- Hale, S. (1990). A global developmental trend in cognitive processing speed. Child Development, 61, 653-663.
- Hale, S., & Jansen, J. (1994). Global processing time coefficients characterize individual and group differences in cognitive speed. Psychological Science, 5, 384-388.
- Hambrick, D. Z., & Engle, R. W. (2002). Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis. Cognitive Psychology, 44, 339-388.
- Hayes, B. K., & Taplin, J. E. (1993). Developmental differences in the use of prototype and exemplar-specific information. Journal of Experimental Child Psychology, 55, 329-352. doi:10.1006/jecp.1993.1019
- Jackson D. W., & Jelinek, M. (1993). Differential use of constraining questions by gender and matrix. Perceptual and Motor Skills, 76, 887-895.
- Kail, R. (1991). Development of processing speed in childhood and adolescence Advances in Child Development and Behavior, 23, 151-185. doi:10.1016/S0065-2407(08)60025-7
- Kail, R. (1992). Processing speed, speech rate, and memory. Developmental Psychology, 28, 899-904.
- Kail, R. (1993). Processing time decreases globally at an exponential rate during childhood and adolescence. Journal of Experimental Child Psychology, 56, 254-265. doi:10.1006/jecp.1993.1034
- Kail, R. (1996). Nature and consequences of developmental change in speed of processing. Swiss Journal of Psychology, 55, 133-138.
- Kail, R., & Park, Y. (1994). Processing time, articulation time, and memory span. Journal of Experimental Child Psychology, 57, 281-291. doi:10.1006/jecp.1994.1013
- Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86, 199-225. doi: 10.1016/0001-6918(94)90003-5.
- Keil, F. C. (1989). Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.
- Keil, F. C., & Kelly, M. H. (1987). Developmental changes in category structure. In S. Harnad (Ed.), Categorical perception (pp. 491-510). New York, NY: Cambridge University Press.
- Kemler, D. G. (1978). Patterns of hypothesis testing in children's discriminative learning: A study of the development of problem-solving strategies. Developmental Psychology, 14, 653-673. doi:10.1037/0012-1649.14.6.653
- Luce, R. D. (1986). Response times: Their role in inferring elementary mental organization. New York, NY: Oxford University Press.
- Luria, A. R. (1976). Cognitive development: Its cultural and social foundations (M. Lopez-Morillas, & L. Solotaroff, Trans.). Cambridge, MA: Harvard University Press. (Original work published 1974)
- Mandler, J. M., & Robinson, C. A. (1978). Developmental changes in picture recognition. Journal of Experimental Child Psychology, 26, 122-136. doi:10.1016/0022-0965(78)90114-5
- Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
- Matlin, M. (1983). Cognition. New York, NY: Holt, Rinehart & Winston.
- Marschark, M., & Everhart, V. S. (1999). Problem-solving by deaf and hearing students: Twenty questions. Deafness Education International, 1, 65-82.
- Marshall, R. C., Karow, C. M., Morelli, C. A., Iden, K. K., & Dixon, J. (2003). Problem-solving by traumatically brain injured and neurologically intact subjects on an adaptation of the twenty questions test. Brain Injury, 17, 589-608.
- Mervis, C. B. & Rosch, E. (1981). Categorization of natural objects. In M. R. Rosenzweig & L.W. Porter (Eds.), Annual Review of Psychology: Vol. 32 (pp. 89-115). Palo Alto, CA: Annual Reviews.
- Mosher, F. A., & Hornsby, J. R. (1966). On asking questions. In J. S. Bruner, R. R. Olver & P.M. Greenfield, et al., Studies in cognitive growth (pp. 86-102). New York, NY: Wiley.
- Neimark, E. D., & Lewis, N. (1967). The development of logical problem solving strategies. Child Development, 38, 107-117.
- Nelson, K. E., & Earl, N. (1973). Information search by preschool children: Induced use of categories and category hierarchies. Child Development, 44, 682-685.
- Pierce, J. W. (1990). The more they ask, the more they remember: Variables related to preschoolers’ memory for answers to their own questions. Child Study Journal, 20, 279-286.
- Short, E. J., Evans, S. W., Friebert, S. E., & Schatsschneider, C. W., (1991). Thinking aloud during problem solving: Facilitation effects. Learning and Individual Differences, 3, 109-122. doi: 10.1016/1041-6080(91)90011-O
- Short, E. J., Schatschneider, C., Cuddy, C. L., Evans, S. W., Dellick, D. M., & Basili, L. A., (1991). The effect of thinking aloud on the problem-solving performance of bright, average, learning disabled, and developmentally handicapped students. Contemporary Educational Psychology, 16, 139-153. doi:10.1016/0361-476X(91)90033-H
- Siegler, R. S. (1977). The twenty questions game as a form of problem solving. Child Development, 481, 395-403.
- Siegler, R. S., & Liebert, R. M. (1975). Acquisition of formal scientific reasoning by 10 and 13 year olds; designing a factorial experiment. Developmental Psychology, 11, 401-402.
- Slowiaczek, L. M., Klayman, J., Sherman, S. J., & Skov, R. B., 1992. Information selection and use in hypothesis testing: What is a good question and what is a good answer? Memory and Cognition, 20, 392-405.
- Sperber, R. D., Davies, D., Merrill, E. C., & McCauley, C. (1982). Cross-category differences in the processing of subordinate-superordinate relationships. Child Development, 53, 1249-1253.
- Sternberg, R. J. (1982). Natural, unnatural, and supernatural concepts. Cognitive Psychology, 14, 451-488. doi:10.1016/0010-0285(82)90016-0
- Treisman, A., & Gelade, G. (1980). A feature integration theory of attention. Cognitive Psychology, 12, 97-136. doi:10.1016/0010-0285(80)90005-5
- Tumblin, A., & Gholson, B. (1981). Hypothesis theory and the development of conceptual learning. Psychological Bulletin, 90, 102-124. doi:10.1037/0033-2909.90.1.102
- Upton, D. & Thompson, P. J. (1999). Twenty questions task and frontal lobe dysfunction. Archives of Clinical Neuropsychology, 14, 203-216. doi:10.1016/S0887-6177(98)00013-4
- Victory, A. C. (1968). A brief history of aircraft dentification training. Alexandria, VA: George Washington University Human Resources Research Office.
- Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. (Original work published 1934)
- Vygotsky, L. S. (2002). The development of thinking and ormation of concepts in the adolescent. In R. W. Rieber & D. K. Robinson (Eds.), The essential
- Vygotsky (pp. 415-470). New York, NY: Kluwer Academic/Plenum Publishers.
- Wattenmaker, W. D., Nakamura, G. V., & Medin, D. L. (1988). Relationships between similarity-based and explanation-based categorization. In D. Hilton (Ed.), Science and natural explanation: Commonsense conceptions of causality (pp. 204-240). London: Harvester Press.
- Wittgenstein, L. (1958). Philosophical investigations. Oxford: Basil Blackwell. (Original work published 1953)
Language: English
Page range: 16 - 33
Published on: Jun 8, 2017
Published by: Faculty of Psychology, University of Warsaw
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Related subjects:
© 2017 Patrick Drumm, Dorothy W. Jackson, published by Faculty of Psychology, University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.