Connie K Varnhagen
Biographic Data
| ID | 5167696 |
|---|---|
| NAME | Connie K Varnhagen |
| GIVEN NAMES | Connie K |
| FAMILY NAME | Varnhagen |
| SIGNATURE | VARNHAGEN C K |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 3 |
Strategy Development and Learning to Spell New Words
The authors used microgenetic methods in 2 experiments to examine children's and adults' progress from initial attempts at spelling nonwords to later direct memory retrieval of the spellings. Participants repeatedly spelled nonwords presented in computerized, dictated-word spelling tests over several weeks. Following each spelling, participants provided retrospective strategy reports. Half of the children showed a gradual shift from spelling word…
Age and schooling effects in story recall and story production
The relative influences of age- and schooling-related experiences on story memory and storytelling were examined. Forty kindergarten and 39 Grade 1 children whose birth dates clustered around the cutoff date for school entrance listened to and recalled short, 1-episode stories (story recall task) and completed other stories (story production task) for which they were given beginning information. Children were tested in fall (at 5.6 years) and spr…
Text relations and recall for expository prose
The analysis of causal relations in narratives (Trabasso & Sperry, 1985; Trabasso & van den Broek, 1985) is modified to describe more broadly defined logical relations in expository text. Sensitivity of the modified analysis system to identifying developmental and recall delay differences in recall was examined and compared with two other approaches to the analysis of text relations. These approaches were Meyer's (1975) content structure analysis…
Questions in a Research Setting
Because closed-ended (multiple-choice) questioning formats are often used in educational research, it is important to understand how presenting response options can affect the data obtained. In this study children and adults answered questions in an open-ended condition or one of two closed-ended conditions where options were either likely or unlikely. Participants who were presented with unlikely response options generated their own responses mo…
Age and schooling effects in story recall and story production
The relative influences of age- and schooling-related experiences on story memory and storytelling were examined. Forty kindergarten and 39 Grade 1 children whose birth dates clustered around the cutoff date for school entrance listened to and recalled short, 1-episode stories (story recall task) and completed other stories (story production task) for which they were given beginning information. Children were tested in fall (at 5.6 years) and spr…
Strategy Development and Learning to Spell New Words
The authors used microgenetic methods in 2 experiments to examine children's and adults' progress from initial attempts at spelling nonwords to later direct memory retrieval of the spellings. Participants repeatedly spelled nonwords presented in computerized, dictated-word spelling tests over several weeks. Following each spelling, participants provided retrospective strategy reports. Half of the children showed a gradual shift from spelling word…
Text relations and recall for expository prose
The analysis of causal relations in narratives (Trabasso & Sperry, 1985; Trabasso & van den Broek, 1985) is modified to describe more broadly defined logical relations in expository text. Sensitivity of the modified analysis system to identifying developmental and recall delay differences in recall was examined and compared with two other approaches to the analysis of text relations. These approaches were Meyer's (1975) content structure analysis…
Questions in a Research Setting
Because closed-ended (multiple-choice) questioning formats are often used in educational research, it is important to understand how presenting response options can affect the data obtained. In this study children and adults answered questions in an open-ended condition or one of two closed-ended conditions where options were either likely or unlikely. Participants who were presented with unlikely response options generated their own responses mo…
Text relations and recall for expository prose
The analysis of causal relations in narratives (Trabasso & Sperry, 1985; Trabasso & van den Broek, 1985) is modified to describe more broadly defined logical relations in expository text. Sensitivity of the modified analysis system to identifying developmental and recall delay differences in recall was examined and compared with two other approaches to the analysis of text relations. These approaches were Meyer's (1975) content structure analysis…
Age and schooling effects in story recall and story production
The relative influences of age- and schooling-related experiences on story memory and storytelling were examined. Forty kindergarten and 39 Grade 1 children whose birth dates clustered around the cutoff date for school entrance listened to and recalled short, 1-episode stories (story recall task) and completed other stories (story production task) for which they were given beginning information. Children were tested in fall (at 5.6 years) and spr…
Strategy Development and Learning to Spell New Words
The authors used microgenetic methods in 2 experiments to examine children's and adults' progress from initial attempts at spelling nonwords to later direct memory retrieval of the spellings. Participants repeatedly spelled nonwords presented in computerized, dictated-word spelling tests over several weeks. Following each spelling, participants provided retrospective strategy reports. Half of the children showed a gradual shift from spelling word…
Psychology (4 works) · Cognitive psychology (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Language Development and Disorders (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Reading and Literacy Development (2 works) · Recall (2 works) · Writing and Handwriting Education (2 works)