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Related Concept Videos

Information Processing Approach01:30

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Automatic processing refers to the cognitive operations that occur without conscious intent or awareness, playing a fundamental role in shaping social cognition and behavior. These processes enable individuals to navigate complex social environments efficiently by relying on mental shortcuts and pre-existing knowledge structures known as schemas. One of the most influential mechanisms underlying automatic processing is priming, which subtly activates mental representations through exposure to...
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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Related Experiment Video

Updated: May 6, 2026

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
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Spatial and contextual factors in beginning reading: Evidence for PSG-CSG complements to developing automaticity?

D F Fisher1, W E Montanary

  • 1Behavioral Research Directorate, Human Engineering Laboratory, Aberdeen Proving Ground, 21005, Maryland.

Memory & Cognition
|November 9, 2013
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Summary
This summary is machine-generated.

Early readers develop spatial and contextual sensitivity as reading skills improve. Faster reading of normally typed text and easier grade-level material indicates a skill acquisition hierarchy in reading development.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Reading development involves acquiring both spatial and contextual processing skills.
  • Previous research has presented conflicting findings regarding reading efficiency and text format.
  • Understanding automaticity in reading is crucial for explaining skill acquisition.

Purpose of the Study:

  • To investigate the developmental trajectory of spatial and contextual sensitivity in early reading.
  • To resolve contradictions in prior research on reading speed and text comprehension.
  • To explore the relationship between reading automaticity and skill acquisition.

Main Methods:

  • Two experiments were conducted with second and fifth graders.
  • Participants read paragraphs at second- and fifth-grade levels.
  • Paragraphs were presented in normally typed and "filled" (no spaces) formats.

Main Results:

  • Both age groups read second-grade level paragraphs faster than fifth-grade level paragraphs.
  • Both age groups read normally typed paragraphs faster than filled paragraphs.
  • Filled fifth-grade paragraphs were read slowest, indicating significant processing difficulty.

Conclusions:

  • Findings support a skill acquisition hierarchy model for reading development.
  • The results help reconcile conflicting findings in previous reading research.
  • The study complements theories of automaticity by demonstrating its role in reading skill progression.