David J Messer
Biographic Data
| ID | 758444 |
|---|---|
| NAME | David J Messer |
| GIVEN NAMES | David J |
| FAMILY NAME | Messer |
| SIGNATURE | MESSER D J |
| AFFILIATIONS | The Hatfield Polytechnic, England |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 3 |
Prospective memory in children: The effects of age and task interruption
Prospective memory (PM), remembering to carry out a task in the future, is highly relevant to children's everyday functioning, yet relatively little is known about it.For these reasons the effects of age and task interruption on PM were studied in 3 experiments.Children, aged 4-, 5-, and 7-years, were asked to name pictures in stacks of cards (the ongoing task) and to remember to do something when they saw a target picture (the PM task).Significa…
The teachability of children with naive theories: An exploration of the effects of two teaching methods
Background. The Representational Redescription model of cognitive development (Karmiloff-Smith, 1992) identified a level when a child's representation of a task may be incorrect but difficult to access or change. On the balance beam task children at this level have been found to hold a fixed belief that all objects must balance at their geometric centre, even those which have more weight at one end and actually balance off-centre.Aims. In this st…
Influences on the effectiveness of peer interaction: Children's level of cognitive development and the relative ability of partners
Studies of peer interaction among children have generally shown that this experience aids performance, or at the very least does not result in poorer performance in relation to control conditions. Furthermore, working with a more able partner has been found to be a particularly effective form of peer interaction. In contrast, a model proposed by Karmiloff‐Smith suggests that at certain phases of cognitive development children may ignore feedback …
How organized is pre-verbal interaction
Assessment of mastery behavior at 30 months: Analysis of task-directed activities
Adult-Child Relationships and Language Acquisition
This paper concerns social relationships and language development and it attempts to show that the consideration of the totality of communication within the adult-child relationship is necessary if we are to understand the process of language acquisition. Non-linguistic communication may play a part in developing skills necessary to regulate conversations, contribute to the development of communicative intentions and provide information which aid…
Relation between mastery behavior in infancy and competence in early childhood
The failure of developmental tests in infancy to predict later competence may be because the tests ignore important dimensions of infant functioning. Yarrow and Pedersen (1976) have suggested that one such dimension could be mastery behavior, which involves persistence and investigation. Fifty-three infants were observed at 6 and 12 months during two 24-min play sessions. The Bayley Scales of Infant Development were given at 6 and 12 months, and …
The identification of names in maternal speech to infants
The episodic structure of maternal speech to young children
An investigation was made of the episodic structure of maternal speech to young children during a free-play session. The findings indicate that maternal speech was organized so as to provide a high degree of redundancy with regard to the referential component of speech. The beginning of episodes, in which the same object was repeatedly referred to, was clearly marked; furthermore speech inside episodes with a common referent was highly repetitive…
Prospective memory in children: The effects of age and task interruption
Prospective memory (PM), remembering to carry out a task in the future, is highly relevant to children's everyday functioning, yet relatively little is known about it.For these reasons the effects of age and task interruption on PM were studied in 3 experiments.Children, aged 4-, 5-, and 7-years, were asked to name pictures in stacks of cards (the ongoing task) and to remember to do something when they saw a target picture (the PM task).Significa…
Relation between mastery behavior in infancy and competence in early childhood
The failure of developmental tests in infancy to predict later competence may be because the tests ignore important dimensions of infant functioning. Yarrow and Pedersen (1976) have suggested that one such dimension could be mastery behavior, which involves persistence and investigation. Fifty-three infants were observed at 6 and 12 months during two 24-min play sessions. The Bayley Scales of Infant Development were given at 6 and 12 months, and …
Assessment of mastery behavior at 30 months: Analysis of task-directed activities
The teachability of children with naive theories: An exploration of the effects of two teaching methods
Background. The Representational Redescription model of cognitive development (Karmiloff-Smith, 1992) identified a level when a child's representation of a task may be incorrect but difficult to access or change. On the balance beam task children at this level have been found to hold a fixed belief that all objects must balance at their geometric centre, even those which have more weight at one end and actually balance off-centre.Aims. In this st…
The identification of names in maternal speech to infants
The episodic structure of maternal speech to young children
An investigation was made of the episodic structure of maternal speech to young children during a free-play session. The findings indicate that maternal speech was organized so as to provide a high degree of redundancy with regard to the referential component of speech. The beginning of episodes, in which the same object was repeatedly referred to, was clearly marked; furthermore speech inside episodes with a common referent was highly repetitive…
The identification of names in maternal speech to infants
Adult-Child Relationships and Language Acquisition
This paper concerns social relationships and language development and it attempts to show that the consideration of the totality of communication within the adult-child relationship is necessary if we are to understand the process of language acquisition. Non-linguistic communication may play a part in developing skills necessary to regulate conversations, contribute to the development of communicative intentions and provide information which aid…
Relation between mastery behavior in infancy and competence in early childhood
The failure of developmental tests in infancy to predict later competence may be because the tests ignore important dimensions of infant functioning. Yarrow and Pedersen (1976) have suggested that one such dimension could be mastery behavior, which involves persistence and investigation. Fifty-three infants were observed at 6 and 12 months during two 24-min play sessions. The Bayley Scales of Infant Development were given at 6 and 12 months, and …
Assessment of mastery behavior at 30 months: Analysis of task-directed activities
How organized is pre-verbal interaction
Influences on the effectiveness of peer interaction: Children's level of cognitive development and the relative ability of partners
Studies of peer interaction among children have generally shown that this experience aids performance, or at the very least does not result in poorer performance in relation to control conditions. Furthermore, working with a more able partner has been found to be a particularly effective form of peer interaction. In contrast, a model proposed by Karmiloff‐Smith suggests that at certain phases of cognitive development children may ignore feedback …
The teachability of children with naive theories: An exploration of the effects of two teaching methods
Background. The Representational Redescription model of cognitive development (Karmiloff-Smith, 1992) identified a level when a child's representation of a task may be incorrect but difficult to access or change. On the balance beam task children at this level have been found to hold a fixed belief that all objects must balance at their geometric centre, even those which have more weight at one end and actually balance off-centre.Aims. In this st…
Prospective memory in children: The effects of age and task interruption
Prospective memory (PM), remembering to carry out a task in the future, is highly relevant to children's everyday functioning, yet relatively little is known about it.For these reasons the effects of age and task interruption on PM were studied in 3 experiments.Children, aged 4-, 5-, and 7-years, were asked to name pictures in stacks of cards (the ongoing task) and to remember to do something when they saw a target picture (the PM task).Significa…
Psychology (9 works) · Developmental psychology (7 works) · Cognition (5 works) · Cognitive psychology (5 works) · Social Psychology (4 works) · Child and Animal Learning Development (3 works) · Linguistics (3 works) · Social Psychology (3 works) · Task (project management (3 works) · Child Development and Digital Technology (2 works)