Use of headings by children for text search.

Examined the development of text search strategies in 144 4th, 6th, and 8th graders who were assigned to reading booklets with or without headings embedded in the reading material. Both younger and older Ss demonstrated evidence of efficient use of headings as locational aids when explicitly instructed on how to use them, and spontaneous use of headings as a search strategy was observed in half of the 4th and 6th graders and in most of the 8th graders. Ss at all levels read faster when asked to search for a specific fact than when asked to read the story line by line, indicating their awareness of when to skim. Findings suggest that by the 4th grade, children may have the cognitive skills to benefit from headings but may use these skills only in structured situations. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Concept Assessment Kit-Conservation: Supplementary data.

Evaluated the generalizability of M. L. Goldschmid and P. M. Bentler's (1968) Concept Assessment Kit using 21 male and 31 female 1st graders. Results reveal no difference between the Ss' ability to judge the quality of paired stimuli following the perceptual transformation of one member, and their ability to logically explain this equality. Reasons for the discrepancy between these results and those of Goldschmid and Bentler are discussed. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)