My earliest research focused on basic processes in cognitive
development. We examined factors affecting preschool aged children’s
acquisition of abstract concepts using a learning sets research
paradigm. This procedure was a harbinger of my current predilection
to conduct longitudinal and particularly microgenetic studies.
I was pleased that these studies appeared in some of the very
strong journals in the field.
• Cameron, C.A. (1984). Interference effects on preschool
children’s learning sets. Journal
of Experimental Child Psychology,37, 251-261.
• Cameron, C.A. & Goard, C. (1982). Procedural factors
in children’s class inclusion performance. Journal
of Genetic Psychology,140, 313-314.
• Cameron, C.A. (1981). Learning set acquisition of
young children. [Summary] In The young
child, a full-fledged citizen?: Proceedings of Quebec City Assembly
of World Organization for Preschool Education, 28-30.
• Cameron, C.A. & Davidson, M.L. (1981). Development
of sorting skills in elementary school children. Social
Behavior and Personality, 9, 1-7.
• Cameron, C.A. (1981). Stimulus factors in learning
set performance. Journal of Experimental
Child Psychology,31, 245-255.
• Cameron, C.A. & Callaghan, T. (1980). Presentation
method and first trial outcome effects on preschool children’s
learning sets. Canadian Journal of Behavioral
Science,12, 283-287.
• Cameron, C.A. (1979). Trials per problem and age as
factors in learning set formation of children. Journal
of Experimental Child Psychology,27, 410-422.
