Eleanor R Flavell
Biographic Data
| ID | 5758901 |
|---|---|
| NAME | Eleanor R Flavell |
| GIVEN NAMES | Eleanor R |
| FAMILY NAME | Flavell |
| SIGNATURE | FLAVELL E R |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 52 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 3 |
The development of children's knowledge about attentional focus
Children of 4, 6, and 8 years of age were tested for their understanding that a person who is mentally focused on one thing will be devoting little or no simultaneous attention or thought to another, totally irrelevant thing. For example, while one is busy trying to recognize the people in a group photograph or recall the movies one has seen recently, one will likely not also be thinking about the photograph's drab frame in the first case or one'…
Young children's knowledge about the apparent-real and pretend-real distinctions
Young children's knowledge about the apparenteal and pretendeal distinctions
The road not taken: Understanding the implications of initial uncertainty in evaluating spatial directions
Development of the appearance-reality distinction
Young children's knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction
Young children's knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction
Young children's knowledge about the apparent-real and pretend-real distinctions
The road not taken: Understanding the implications of initial uncertainty in evaluating spatial directions
The development of children's knowledge about attentional focus
Children of 4, 6, and 8 years of age were tested for their understanding that a person who is mentally focused on one thing will be devoting little or no simultaneous attention or thought to another, totally irrelevant thing. For example, while one is busy trying to recognize the people in a group photograph or recall the movies one has seen recently, one will likely not also be thinking about the photograph's drab frame in the first case or one'…
Young children's knowledge about visual perception: Further evidence for the Level 1–Level 2 distinction
Development of the appearance-reality distinction
The road not taken: Understanding the implications of initial uncertainty in evaluating spatial directions
Young children's knowledge about the apparent-real and pretend-real distinctions
Young children's knowledge about the apparenteal and pretendeal distinctions
The development of children's knowledge about attentional focus
Children of 4, 6, and 8 years of age were tested for their understanding that a person who is mentally focused on one thing will be devoting little or no simultaneous attention or thought to another, totally irrelevant thing. For example, while one is busy trying to recognize the people in a group photograph or recall the movies one has seen recently, one will likely not also be thinking about the photograph's drab frame in the first case or one'…
Developmental psychology (6 works) · Psychology (6 works) · Cognitive psychology (5 works) · Child and Animal Learning Development (3 works) · Cognition (3 works) · Knowledge level (3 works) · Mathematics education (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive development (2 works) · Spatial Cognition and Navigation (2 works)