Abstract
MILLER, PATRICIA H., and BiGI, LINDA. Children's Understanding of How Stimulus Dimensions Affect Performance. CHILD DEVELOPMENT, 1977, 48, 1712-1715. Part of cognitive development involves the child's understanding of cognition. This study examines the development of children's understanding of how performance on a task is affected by stimulus variables. Children from grades 1, 3, and 5 were asked to construct and versions of a task. The task involved searching for two identical red triangles from a set of objects. The main stimulus variables the children used to differentiate the easy and hard versions were the number of objects, the distance between the two identical objects, and the color and shape of the objects. There were developmental changes in the use of these variables. Similar developmental trends appeared in a later session in which children rank ordered gameboards according to their level of difficulty. The results are discussed in terms of the cognitive abilities that must be developed in order to use the four stimulus strategies.
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