Guttentag, Robert

uncg

There are 5 item/s.

TitleDateViewsBrief Description
The Development of Planning Ability in Children: The Role of Meta-Planning, Transfer, and Individual Differences 2007 4800 Research on the development of planning ability has been plagued by a lack of consensus regarding what is, or is not, planning. Haith (1997) has argued that "planning" should not be attributed to a child unless: (1) a goal has been chosen, or at leas...
Children's understanding of counterfactual emotions age differences, individual differences, and the effects of counterfactual-information salience 2005 3389 "The purpose of the present study was to further investigate age differences in children's understanding how counterfactual reasoning affects emotions. More specifically, the study was designed to study the effect of the salience of the counterfactua...
Who is to blame, who is to credit? counterfactual thinking and children’s judgments of emotions and social attributions 2016 583 The present study was designed to examine age differences in the understanding of counterfactual emotions and whether this understanding is reflected in social judgments that are influenced by counterfactual thinking. Six-year-olds, 8-year-olds, 11-y...
The use of hand gestures as self-generated cues 1991 7 In a series of two experiments, the effects of viewing hand gestures as cues for verbal retrieval was demonstrated. Subjects that were cued with their own self-generated hand gestures for cues retrieved more target words than subjects that were shown...
Verbal and spatial processing in transitive inference : effects of problem complexity and ambiguity 1994 7 Recent theorizing concerning factors that affect cognitive processing during problem solving activity has postulated that simple or unambiguous versions of a problem task evoke more verbal than spatial processing, but as the task becomes more complex...