| dc.contributor.advisor | Ricard, Richard | |
| dc.creator | Adams, Ryan | |
| dc.date.accessioned | 2022-04-01T15:59:57Z | |
| dc.date.available | 2022-04-01T15:59:57Z | |
| dc.date.issued | 1995 | |
| dc.identifier.uri | https://hdl.handle.net/1969.1/CAPSTONE-ReynoldsC_1977 | |
| dc.description | Program year: 1994/1995 | en |
| dc.description | Digitized from print original stored in HDR | en |
| dc.description.abstract | This study focused on the visual search strategies adopted by a sample of 328 five through eight year olds. Developmental trends in children's search efficiency were systematically related to their general metacognitive competencies using a visual persistence paradigm. The children were being schooled in either a mixed-age or traditional classroom. This enabled a comparison of children's classroom atmosphere. In addition children were given a variety of standardized tests of academic abilities and self- concept. The results suggested strong developmental trends in search efficiency. These trends were largely moderated by classroom type. | en |
| dc.format.extent | 29 pages | en |
| dc.format.medium | electronic | en |
| dc.format.mimetype | application/pdf | |
| dc.subject | search efficiency | en |
| dc.subject | metacognition | en |
| dc.subject | visual persistence paradigm | en |
| dc.subject | self-concept | en |
| dc.subject | kindergarten | en |
| dc.subject | elementary school | en |
| dc.title | Effects of Developmental, Individual, and Classroom Differences on Visual Search Strategies | en |
| dc.type | Thesis | en |
| thesis.degree.department | Psychology | en |
| thesis.degree.grantor | University Undergraduate Research Fellow | en |
| thesis.degree.level | Undergraduate | en |
| dc.type.material | text | en |
