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C J Brainerd

Publications and source records attributed to C J Brainerd.

23 records · Page 2Linked to original sources
PubMed1975

A developmental study of Piaget's groupement model of the emergence of speed and time concepts.

3 key predictions of Piaget's groupement model of middle-childhood cognition were examined in the speed and time concept areas: (a) The respective composition and reverse operations of 2 of the 8 structures posited in the groupement model (Groupement I and Groupement V) should emerge synchronously in each of the 2 concept areas. (b) The 2 structures themselves should emerge synchronously in each of the 2 concept areas. (c) Between the 2 concept areas, the 2 structures should both emerge in the speed area before either emerges in the time area. The findings failed to support either prediction a or prediction b, and they were only partially consistent with prediction c. However, the findings concerning predictions a and b were consistent with other recent developmental evidence on the emergence of groupement structures in concept areas other than speed and time.

Age Factors↗
PubMedDate not supplied

AreYoung children susceptible to the false-memory illusion?

False memories have typically been found to be more common during early childhood than during later childhood or adulthood. However, fuzzy-trace theory makes the counterintuitive prediction that some powerful forms of adult false memory will be greatly attenuated in early childhood, an important example being the Deese/Roediger/McDermott (DRM) illusion. Three developmental studies of this illusion (N = 282) found that (1) it was at near-floor levels in young children, (2) it was still below adult levels by early adolescence, and (3) the low levels of the illusion in young children may be due to failure to "get the gist" of DRM materials.

Child, Preschool↗
PubMedDate not supplied

Behavioral measurement of remembering phenomenologies: so simple a child can do it.

Two remembering phenomenologies, vivid recollection and vague familiarity, have been extensively studied in adults using introspective self-report tasks, such as remember-know. Because such tasks are beyond the capabilities of young children, there is no database on how these phenomenologies first develop and what factors affect them. In experiments with 5- to 14-year-olds, a child-appropriate behavioral methodology (conjoint recognition) was used to measure these phenomenologies. For both true and false memory, there were marked age increases in vivid recollective experiences, coupled with only slight increases in vague familiarity experiences. Thus, there is a vague-to-vivid developmental shift in the mental states that accompany remembering, a finding that is predicted by fuzzy-trace theory's explanation of recollection and familiarity.

Child↗