Cognitive development Research Papers - Academia.edu (original) (raw)

A series of stages that are the inverse of Kohlberg's stages are summarized, along with vignettes from "Dirty Heinz Stories". The antisocial stages are based upon responses of incarcerated adolescents to the Executive Judgment Inventory,... more

A series of stages that are the inverse of Kohlberg's stages are summarized, along with vignettes from "Dirty Heinz Stories". The antisocial stages are based upon responses of incarcerated adolescents to the Executive Judgment Inventory, recorded interviews, and the autobiographies of career criminals,

This article presents three studies that were designed to map the dimensions involved in g, with an emphasis of the place of selfawareness in it. The first study involved preschoolers from 3 to 7 years of age. These were examined in three... more

This article presents three studies that were designed to map the dimensions involved in g, with an emphasis of the place of selfawareness in it. The first study involved preschoolers from 3 to 7 years of age. These were examined in three domains (spatial, quantitative and categorical reasoning) with both actual tasks and tasks addressed to the awareness of the cognitive processes involved in the tasks. The second study examined 11 to 16 year olds in five domains: quantitative, causal, social reasoning, drawing, and ideational fluency. Participants solved two tasks in each domain; they were asked to evaluate their performance on each task, and they answered an inventory addressed to perceived competence in each of these five domains. The third study examined participants from 11 to 15 years of age with tasks addressed to processing efficiency and capacity, reasoning, and perceived competence in three domains (quantitative, verbal, and spatial cognition). Confirmatory factor models involving firstorder domain-specific factors, second-order process-specific factors, and a third-order general factor having very strong and more or less equal relations with the second-order factors were always found. General efficiency and domain-specific processes are accurately projected into self-awareness. The accuracy of self-awareness functions was found to develop with age. The implications of these findings for the general theory of intelligence and intellectual development are discussed. D

RESUMO: Second language acquisition studies have claimed that feedback, in the form of recasts, has a positive impact on learners' L2 development. This study aims to examine the effectiveness of two corrective feedback forms, recasts and... more

RESUMO: Second language acquisition studies have claimed that feedback, in the form of recasts, has a positive impact on learners' L2 development. This study aims to examine the effectiveness of two corrective feedback forms, recasts and models, on Brazilian learners of English acquiring two language structures and the role of focus attention and noticing in this scenario. The present research was conducted with thirty-three students randomly selected to perform two communicative activities in three different sessions. During the activities, the participants received corrective feedback according to the experimental condition they were assigned. The participants were tested by means of grammaticality judgment tests and oral picture descriptions. Along with the language activities, the participants also performed attention control tests and a stimulated recall test. The results suggest that recasts and models were more effective than no feedback. As for the cognitive factors, the results showed a complex scenario. Overall, attention seems to be the most relevant component of the cognitive variables contemplated on this research.

This paper analyzes the impact of a randomized cash transfer program on cognitive development in early childhood in rural Nicaragua. We first show that a very large sample of children in our sample are delayed along various dimensions,... more

This paper analyzes the impact of a randomized cash transfer program on cognitive development in early childhood in rural Nicaragua. We first show that a very large sample of children in our sample are delayed along various dimensions, including language, memory, and social skills, and that these delays are related to household per capita expenditure levels. We then show that the program had significant effects on cognitive outcomes, especially language. Program impacts are larger for older pre-school aged children, who were also more likely to be delayed. We analyze how the program affected several inputs into early childhood development that have been identified as key risk factors in the literature. Households randomly assigned to receive transfers increased the consumption of nutritious foods and provided more cognitive stimulation to children than those assigned to the control group. Moreover, we show that these impacts are not due to the cash component of the program only. The expenditure patterns of beneficiary households are significantly different from those of control households, indicating that households do not spend the cash received through the program in the same way as other income. Thomas, D. 1994. "Like Father, Like Son, Like Mother, Like Daughter: Parental Resources and Child

When a computer-based tool or application is used to carry out a specific task in a learning situation—that is, it is used for learning—more effectively or efficiently one speaks of learning with the tool or application. When, possibly,... more

When a computer-based tool or application is used to carry out a specific task in a learning situation—that is, it is used for learning—more effectively or efficiently one speaks of learning with the tool or application. When, possibly, that same tool or application is used to enhance the way a learner works and thinks, and as such has effects that reach further than the learning situation in which it is used, then one speaks of learning from the tool or application. This article concentrates on the latter. It zooms in on the use of mindtools in education—computer programs and applications that facilitate meaningful professional thinking and working—because this is the epitome of learning from ICT. Mindtools and cognitive tools help users represent what they know as they transform information into knowledge and are used to engage in, and facilitate, critical thinking and higher order learning. These tools can be as simple as email and or discussion lists and as complicated as argume...

This article presents a theory of cognitive change. The theory assumes that the fundamental causes of cognitive change reside in the architecture of the mind. Thus, the architecture of the mind as specified by the theory is described... more

This article presents a theory of cognitive change. The theory assumes that the fundamental causes of cognitive change reside in the architecture of the mind. Thus, the architecture of the mind as specified by the theory is described first. It is assumed that the mind is a three-level universe involving (1) a processing system that constrains processing potentials, (2) a set of specialized capacity systems that guide understanding of different reality and knowledge domains, and (3) a hypercognitive system that monitors and controls the functioning of all other systems. This article then specifies the types of changes that may occur in cognitive development (changes within the levels of mind, changes in the relations between structures across levels, changes in the efficiency of a structure) and a series of general (e.g., metarepresentation) and more specific mechanisms (e.g., bridging, interweaving, and fusion) that bring the changes about. It is argued that different types of change require different mechanisms. Finally, a general model of the nature of cognitive
development is offered. The relations between the theory proposed in the article and other theories and research in cognitive development and cognitive neuroscience are discussed throughout.

This article is about nooplasis. That is, the article outlines a general model about the dynamic organization and development of mind and it draws the implications of this model for learning and instruction. This is done in terms of 10... more

This article is about nooplasis. That is, the article outlines a general model about the dynamic organization and development of mind and it draws the implications of this model for learning and instruction. This is done in terms of 10 postulates concerned with the architecture of mind, its development and dynamics, and the nature of learning, and a general postulate concerned with the dynamic relations between the various systems of mind and also mind and education. Specifically, the model postulates that the mind involves systems oriented to the understanding of the environment and of itself, in addition to general processing functions. It is also postulated that the development of each of the systems is partially autonomous and partially constrained by the development of the other systems, and that it involves both system-specific and systemwide mechanisms of development and learning. Finally, it is argued that these postulates suggest a model of constrained constructivism which leads to a conception of learning in schools which differs considerably from what is suggested by the Piagetian or the Vygotskian conception of constructivism.

This book argues that thinking is bounded by neither the brain nor the skin of an organism. Cognitive systems function through integration of neural and bodily functions with the functions of representational vehicles. The integrationist... more

This book argues that thinking is bounded by neither the brain nor the skin of an organism. Cognitive systems function through integration of neural and bodily functions with the functions of representational vehicles. The integrationist position offers a fresh contribution to the emerging embodied and embedded approach to the study of mind.

"This Monograph aims to contribute to the integration of the information processing, the differential, and the developmental modelling of the mind into an integrated theory. In the sake of this aim, the Monograph presents a longitudinal... more

"This Monograph aims to contribute to the integration of the information processing, the differential, and the developmental modelling of the mind into an integrated theory. In the sake of this aim, the Monograph presents a longitudinal study which investigated the relationships between processing efficiency, working memory and problem solving from the age of 8 to 16 years. This study involved 113 participants, about equally drawn among 8-, 10-, 12-, and 14-year olds at the first testing: these participants were tested for two more times spaced one year apart. These participants were tested individually with a large array of tasks addressed to processing efficiency (that is, speed of processing and inhibition), working memory (that is, in terms of Baddeley´s model, phonological storage, visual storage, and the central executive of working memory), and problem solving (that is, quantitative, spatial, and verbal reasoning).
Confirmatory factor analysis validated the presence of all of the above dimensions and indicated that they are organized in a three-stratum hierarchy. The first stratum included all of the individual dimensions mentioned above. These dimensions were organized, at the second stratum, in three constructs, namely processing efficiency, working memory, and problem solving. Finally, all second-order constructs were strongly related to a third-order general factor. This structure was stable in time.
Structural equation modelling indicated that the various dimensions were interrelated in a cascade fashion so that more fundamental dimensions proved to be part of more complex dimensions. That is, speed of processing was the most important aspect of processing efficiency and it fully determined the condition of inhibition, indicating that the more efficient one was in stimulus encoding and identification, the more efficient one was in inhibition. In turn, processing efficiency extensively influenced the condition of executive processes in working memory, which, in their turn influenced the condition of the two modality-specific stores (phonological and visual). Finally, problem solving was influenced by both processing efficiency and working memory, the central executive in particular.
All dimensions appeared to change systematically with time. Growth modelling suggested that there were significant individual differences in attainment in each of the three aspects of the mind investigated here. Moreover, development affected differently each of the three aspects of the mind as well as their interrelationships. Mixture growth modelling suggested that there were four types of developing persons, each being defined by a different combination of performance in the aspects of the mind. Some types were more efficient and stable developers than others. These analyses indicated that processing efficiency is a factor that explains developmental differences in problem solving whereas working memory explains individual differences. Modeling by logistic equations uncovered the rates and form of change in the various dimensions and their reciprocal interactions during development. These findings are discussed from the point of view of information processing, differential, and developmental models of thinking and an integrative model is proposed.
"

This chapter reviews research and theory on self-understanding and self-regulation, focusing on the understanding of mind, self-concept, and self-regulation. It specifies the mental processes involved in each and outlines their... more

This chapter reviews research and theory on self-understanding and self-regulation, focusing on the understanding of mind, self-concept, and self-regulation. It specifies the mental processes involved in each and outlines their development from childhood to early adulthood. Also, it places these processes in the broader context of cognition and personality.

This chapter summarizes five neo-Piagetian theories of cognitive development. Namely, the theories of Juan Pascual-Leone, Robbie Case, Graeme s. Halford, Kurt W. Fischer, and my theory. The first three of these theories emphasize the role... more

This chapter summarizes five neo-Piagetian theories of cognitive development. Namely, the theories of Juan Pascual-Leone, Robbie Case, Graeme s. Halford, Kurt W. Fischer, and my theory. The first three of these theories emphasize the role of working memory as a factor of transition across the main developmental stages of thought from birth to adolescence. Fischer’s theory emphasizes the social and the learning dimensions of cognitive development. Finally, my theory in addition to these factors, integrates considerations about special processes in different domains of thought and also the role of self-awareness and self-regulation in development and individual differences. The theories are then compared and evaluated. The chapter is addressed to advance undergraduate and graduate students and researchers in developmental cognitive science.

The question of developmental synchrony within the concrete operations period described in Piagetian literature was investigated. The idea of synchrony has been challenged by Brainerd's initial groupement research, which indicated a... more

The question of developmental synchrony within the concrete operations period described in Piagetian literature was investigated. The idea of synchrony has been challenged by Brainerd's initial groupement research, which indicated a two-dimensional structure, corresponding to class operations and relational operations. A review of the literature indicated conflicting views concerning the nature of synchrony and how it may best be investigated. The secondary issue of distinguishing which groupements were operationalized by several traditional Piagetian tasks was explored. Indications from this study were (1) that the class-relational distinction was nit a clear-cut one; (2) considering absolute difficulty level, groupements I, II, and III were more difficult than the other five groupement tasks; however, groupement .IV, also a "class" task, indicated an intermediate difficulty level in the older grades; (3) traditional Piagetian performance does not appear to be completely subsumed by the groupement tasks; and (4) nonmetric scaling and clustering techniques aid in the analysis of dichotomous, developmental data. (Author/BJG)

The aim of the study was the functional neurodevelopmental assessment of children with posterior fossa tumors, specifically examining whether tumor location in particular cerebellar structures determines particular neuropsychological... more

The aim of the study was the functional neurodevelopmental assessment of children with posterior fossa tumors, specifically examining whether tumor location in particular cerebellar structures determines particular neuropsychological deficits. The examined group consisted of 34 children treated between 1999 and 2007 at the Division of Pediatric Neurosurgery Silesian University Medical School in Katowice, Poland. Twelve girls and 22 boys between 5 and 21 years of age were examined. The mean age was 12.3 years. There were 21 total and 8 subtotal resections of tumor, and marsupialization was performed in cases of arachnoid cysts. Hydrocephalus in 19 patients was fixed surgically. Histopathological diagnoses of tumors were as follows: 4 medulloblastomas, 8 pilocytic astrocytomas, 6 fibrillary astrocytomas, 1 anaplastic astrocytoma, 2 oligodendrogliomas, 4 anaplastic ependymomas, 1 choroid plexus papilloma, and 5 arachnoid cysts. The children were assessed by age-appropriate tests that examine higher mental functions such as cognitive processes, visual–spatial functions, verbal fluency, planning, sequential memory, and emotions. Additionally, speech examination and tests were performed. The clinical state of all patients was also evaluated, including a full neurological examination. Posterior fossa tumors can disturb normal development of higher mental functions, especially in the development of linguistic and emotional traits. Our study aimed to better understand the functional anatomy of the cerebellum in the context of behavioral changes. Exploration of the consequences of damage to posterior fossa structures may lead to a better understanding of their function in the emotional and cognitive development of children. Moreover, this work may enable the prediction of neurobehavioral disorders and offer appropriate strategies for rehabilitation, qualification, and surgical procedures.

Parental report may provide an inexpensive alternative to standardized assessments of children's development. We have adapted and validated a parental questionnaire on cognitive development for use with very preterm infants. Sixty-four... more

Parental report may provide an inexpensive alternative to standardized assessments of children's development. We have adapted and validated a parental questionnaire on cognitive development for use with very preterm infants. Sixty-four 2-year-olds (28 males, 36 females) born less than 30 weeks' gestation (median 28.5 weeks, range 23 to 31 weeks), median birthweight 980g (range 500 to 1905g) were assessed using the Mental Development Index (MDI) of the Bayley Scales of Infant Development-II and the parental questionnaire. Significant correlations between parent report and MDI scores (r=0.54-0.68, p<0.001) indicated good concurrent validity. Diagnostic use of the parent report for predicting an MDI score of less than 70 was assessed by using receiver operating characteristic (ROC) curves. The optimal cut off produced equal sensitivity and specificity (81%), indicating good discriminatory power in diagnosing developmental delay.

Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural... more

Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural knowledge, some suggests that they learn procedural knowledge before conceptual knowledge, and other research suggests that they learn conceptual knowledge and procedural knowledge in tandem. We propose that these contradictory findings may be explained by considering individual differences in the way that children combine conceptual and procedural knowledge. A total of 318 Grade 4 and 5 students in the United Kingdom (mean age ϭ 9.0 years) completed a measure of fractions understanding, which included subscales of conceptual and procedural knowledge. A cluster analysis identified 5 distinct clusters that differed from each other in terms of their relative success with conceptual and procedural problems. The existence of these clusters suggests that there may be more than one way in which children draw on conceptual and procedural knowledge. Some children rely more on procedural knowledge and others more on conceptual knowledge, but these differences may not be related to developmental processes. The children in the 5 clusters differed in their total fractions performance and in their understanding of intensive quantities. These differences suggest that children who rely on conceptual knowledge may have an advantage compared to those who rely more exclusively on procedural knowledge.

Socioeconomic inequalities in the health of adults have been largely attributed to lifestyle inequalities. The cognitive development (CD) and emotional health (EH) of the child provides a basis for many of the health-related behaviours... more

Socioeconomic inequalities in the health of adults have been largely attributed to lifestyle inequalities. The cognitive development (CD) and emotional health (EH) of the child provides a basis for many of the health-related behaviours which are observed in adulthood. There has been relatively little attention paid to the way CD and EH are transmitted in the foetal and childhood periods, even though these provide a foundation for subsequent socioeconomic inequalities in adult health. The Mater-University of Queensland Study of Pregnancy (MUSP) is a large, prospective, pre-birth cohort study which enrolled 8556 pregnant women at their first clinic visit over the period 1981-1983. These mothers (and their children) have been followed up at intervals until 14 years after the birth. The socioeconomic status of the child was measured using maternal age, family income, and marital status and the grandfathers' occupational status. Measures of child CD and child EH were obtained at 5 and 14 years of age. Child smoking at 14 years of age was also determined. Family income was related to all measures of child CD and EH and smoking, independently of all other indicators of the socioeconomic status of the child. In addition, the grandfathers' occupational status was independently related to child CD (at 5 and 14 years of age). Children from socioeconomically disadvantaged families (previous generations' socioeconomic status as well as current socioeconomic status) begin their lives with a poorer platform of health and a reduced capacity to benefit from the economic and social advances experienced by the rest of society.

Lundqvist-Persson C. Correlation between level of self-regulation in the newborn infant and developmental status at two years of age. Acta Paediatr 2001; 90: 345-350. Stockholm. ISSN 0803-5253 The purpose of this study was to investigate... more

Lundqvist-Persson C. Correlation between level of self-regulation in the newborn infant and developmental status at two years of age. Acta Paediatr 2001; 90: 345-350. Stockholm. ISSN 0803-5253 The purpose of this study was to investigate whether the level of self-regulation in the newborn baby (a) predicts later cognitive and social development, (b) correlates to duration of breastfeeding and (c) has an impact on sleeping rhythm and the infant's autonomic behaviour. The study involved 38 full-term infants of optimal health who were assessed at an age of 3 d using a screening instrument measuring neonatal self-regulation, low, ordinary and high. The instrument, a conditional global scale, developed on the basis of the items in the Neonatal Behavioral Assessment Scale, identi es three levels of self-regulation. Thirty-six of the infants participated in a follow-up study at 2 y of age, when they were tested with Grif ths' Mental Developmental Scales and one of the parents was interviewed about length of breastfeeding, sleeping habits and the infant's autonomic behaviour. The results showed that the level of self-regulation was correlated to 3 out of 5 variables (Personal-Social development, Hearing & Speech and Eye & Hand Coordination) in the Grif ths test. The results also indicated differences in sleeping rhythm as well as in breastfeeding patterns between the three groups. Furthermore, the study indicated gender-based differences in the level of neonatal self-regulation and con rmed previous ndings of gender-based differences in achieved developmental level at 2 y of age assessed with Griffths' Mental Developmental Scales.

The relationship between nutritional status, measured by height for age, and cognition, measured by WISC full-scale I&, was studied in a longitudinal sample of 459 urban Guatemalan children, aged 4-9 years, from a disadvantaged community... more

The relationship between nutritional status, measured by height for age, and cognition, measured by WISC full-scale I&, was studied in a longitudinal sample of 459 urban Guatemalan children, aged 4-9 years, from a disadvantaged community of the fringe of Guatemala City, examined annually over a 3 year period. Socioeconomic status (SES) was controlled by

Three studies investigated whether young children make accurate causal inferences on the basis of patterns of variation and covariation. Children were presented with a new causal relation by means of a machine called the "blicket... more

Three studies investigated whether young children make accurate causal inferences on the basis of patterns of variation and covariation. Children were presented with a new causal relation by means of a machine called the "blicket detector." Some objects, but not others, made the machine light up and play music. In the first 2 experiments, children were told that "blickets make the machine go" and were then asked to identify which objects were "blickets." Two-, 3-, and 4-year-old children were shown various patterns of variation and covariation between two different objects and the activation of the machine. All 3 age groups took this information into account in their causal judgments about which objects were blickets. In a 3rd experiment, 3-and 4-year-old children used the information when they were asked to make the machine stop. These results are related to Bayes-net causal graphical models of causal learning.

We investigate the effects of birth order on child cognitive development, using large child and sibling samples obtained from the mother-child data of the National Longitudinal Survey of Youth 1979. Controlling for various determinants of... more

We investigate the effects of birth order on child cognitive development, using large child and sibling samples obtained from the mother-child data of the National Longitudinal Survey of Youth 1979. Controlling for various determinants of cognitive development we find that having a high birth rank is detrimental and that the gap between adjacent siblings is larger for children early in the birth sequence. The pattern is strongest for non-Hispanic white and Hispanic children. Among African-American children no difference between the first-and the second-born child is found. The negative birth order effects are robust to specification that control for family fixed effects, use a sibling first difference approach, or account for subsequent siblings.

This paper reports a two year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science and social connectedness during transition from primary to high school. A previous project on... more

This paper reports a two year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary to 16 high schools. Cognitive, affective and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as... more

Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of selfregulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter.

To explore the association between early computer experience (both accessibility and frequency of use) and cognitive and psychomotor development among young children. The participants were 122 preschool children enrolled in a rural county... more

To explore the association between early computer experience (both accessibility and frequency of use) and cognitive and psychomotor development among young children. The participants were 122 preschool children enrolled in a rural county Head Start program in the United States during 2001-2002. The following tests were administered to the children: the Bender Visual Motor Gestalt Test; the Boehm Test of Basic Concepts, Third Edition Preschool; the Test of Gross Motor Development, Second Edition; and a short form of the Wechsler Preschool and Primary Scales of Intelligence-Revised. Information pertaining to family characteristics and children's early computer experience was collected from parents. Both bivariate and multivariate analyses were used to assess the association between early computer experience and cognitive and motor development. Of the participating children, 53% had a computer at home. Among families who had a computer, 83% had children's software on the compu...

The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as... more

The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientationpoint strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.

Les problèmes arithmétiques verbaux à plusieurs étapes peuvent être résolus grâce à différentes stratégies. En effet, la représentation mentale construite par les individus de la situation décrite dans l'énoncé conditionne l'ordre... more

Les problèmes arithmétiques verbaux à plusieurs étapes peuvent être résolus grâce à différentes stratégies. En effet, la représentation mentale construite par les individus de la situation décrite dans l'énoncé conditionne l'ordre d'atteinte des différents sous-buts. Cet article montre que, chez les enfants de CM2, la structure de cette représentation est isomorphe à la structure de la situation décrite dans le problème. Cependant, les enfants peuvent construire une représentation alternative à la représentation initiale afin de réduire le coût cognitif de la tâche en mémoire de travail. Ce résultat vient conforter un modèle prédictif de la construction de représentations alternatives dont le principe repose sur un trade-off entre le coût de cette construction et la quantité relative de ressources qu'elle libère .

To test preschoolers’ ability to flexibly switch between abstract rules differing in difficulty, ninty-three 3-, 4-, and 5-year-olds were instructed to switch from an (easier) shape-sorting to a (harder) function-sorting rule, or vice... more

To test preschoolers’ ability to flexibly switch between abstract rules differing in difficulty, ninty-three 3-, 4-, and 5-year-olds were instructed to switch from an (easier) shape-sorting to a (harder) function-sorting rule, or vice versa. Children learned one rule, sorted four test sets, then learned the other rule, and sorted four more sets. In a control condition, seventy-two 3–5-year-old children learned one rule and were re-trained on that rule before the second test block. Half of each group received metacognitive reminders to “think about” the current rule before each test trial. The shape rule was easier: many 3-year-olds failed to follow the function rule, confirming findings of Deák et al. (2002). Switching rules did not reduce overall rule-following. However, reminders facilitated rule-following when rules were switched, but not when a rule was repeated (i.e., control condition). Reminders actually reduced rule-following by control children who got the easier (shape) rule. The results show (1) 4-year-olds readily switch between abstract rules, even if the second rule requires ignoring obvious, conflicting perceptual information (i.e., shape); (2) some rule-switching tasks do not impose performance costs on children, and (3) children’s rule-following consistency and flexibility depend on the nature of available social support.

Software development is moving from procedural programming towards object-oriented programming (OOP). Past studies in cognitive aspects of programming have focused primarily on procedural programming languages. Object-oriented programming... more

Software development is moving from procedural programming towards object-oriented programming (OOP). Past studies in cognitive aspects of programming have focused primarily on procedural programming languages. Object-oriented programming is a new paradigm for computing. Industry is finding that programmers are having difficulty shifting to this new programming paradigm.

In the past several years, developmental researchers have begun to transform the vantage points from which we study concepts and their development. This essay begins with a brief and selective critique of two major psychological theories... more

In the past several years, developmental researchers have begun to transform the vantage points from which we study concepts and their development. This essay begins with a brief and selective critique of two major psychological theories concerning the structure, representation, and development of concepts (the classical view and the prototype view). This is followed by a discussion of fundamental problems inherent in measuring concepts and other intangible products of the mind. Contemporary approaches to conceptual development and organization are then outlined, with a particular focus on two recently published monographs, Categorization and Naming in Children: Problems of Induction (Markman, 1989) and Concepts, Kinds, and Cognitive Development (Keil, 1989). I am indebted IO T. Au, S. Gelman. DC. Hall. and W. Jeffrey for their prompt and thoughtful comments on an earlier drafts of this article.

Participatory design is a concept originating out of the Scandinavian nations (Schuler & Namioka, 1993) that has as its objective the inclusion of the user in the design and implementation of any new technology. It is a user driven design... more

Participatory design is a concept originating out of the Scandinavian nations (Schuler & Namioka, 1993) that has as its objective the inclusion of the user in the design and implementation of any new technology. It is a user driven design in that it "places the needs and abilities of the worker at center stage along with the other needs of the firm" (Emspak, 1993, p. 21). Participatory design grew out of the realization that traditional systems design was unable to effectively introduce new technologies in the workplace and factory floor. Or, as stated by Greenbaum when discussing the introduction of participatory design, "... over the last 30 years the pages of management and system journals have been peppered with articles bemoaning the fact that so many systems don't work or fail to do things that both managers and users expect them to" (1993, p.30).

The commentary by Baillargeon, Buttelmann and Southgate raises a number of crucial issues concerning the replicability and validity of measures of false belief in infancy. Although we agree with some of their arguments, we believe that... more

The commentary by Baillargeon, Buttelmann and Southgate raises a number of crucial issues concerning the replicability and validity of measures of false belief in infancy. Although we agree with some of their arguments, we believe that they underestimate the replication crisis in this area. In our response to their commentary, we first analyze the current empirical situation. The upshot is that, given the available evidence, it remains very much an open question whether infants possess a rich theory of mind. We then draw out more general conclusions for future collaborative studies that have the potential to address this open question. 1. Introductory remarks Infant Theory of Mind (ToM) has been one of the hottest topics in developmental cognitive science for over a decade. Among the main reasons for this prominence has been a set of striking new findings based on ingenious non-explicit measures. They suggested a more precocious ToM (a meta-representational grasp of "belief" and other propositional attitude concepts) than previously assumed, questioned traditional dogma, and presented what may be the most impressive evidence for a rich, perhaps innate conceptual

The relationship between cognitive functioning and play behaviors of children residing in an orphanage was examined. Twenty-six young children (15 boys) between 10 and 38 months of age participated. More developmentally competent play... more

The relationship between cognitive functioning and play behaviors of children residing in an orphanage was examined. Twenty-six young children (15 boys) between 10 and 38 months of age participated. More developmentally competent play behaviors were highly related to better performance on cognitive functioning as measured by the Bayley Scales of Infant Development (r = .78, p ≤ .01). The participants' play behaviors were less competent compared to previous data for children of the same chronological age living at home on four out of five levels of symbolic play (p ≤ .05). However, when compared to data for children living at home with similar cognitive development, the participants demonstrated no significant differences in symbolic play (p ≥.05). The findings suggest that the relationship between thinking and playing is robust, even in an institutional environment. Additionally, practitioners assessing children from institutions who cannot engage in standardized testing may consider observing play behaviors to make an initial estimate of developmental status.

This study examined effects of interpersonal and intrapersonal cognitive conflict tasks on 54 fifth and 18 seventh grade children's sociomoral rule awareness. Preconventional stage children 9 years.of age were paired in same-sex dyads... more

This study examined effects of interpersonal and intrapersonal cognitive conflict tasks on 54 fifth and 18 seventh grade children's sociomoral rule awareness. Preconventional stage children 9 years.of age were paired in same-sex dyads with 9-and 1111111.11011111111' OP INUIVallial 1111311111141. WISTAVII el MCMINN BOIXATIONAL NESOUIIIMS 1100.11141M COTO MC xestiram led bow mpradrood so *dm de pow or cogoidadon egishodas t Linea dews Mw b mode Kt Iowa.

The aim of this study was to examine the association of breastfeeding practices with the growth trajectories of children's cognitive development. We used data from the Child Development Supplement (CDS) of the Panel Study of Income... more

The aim of this study was to examine the association of breastfeeding practices with the growth trajectories of children's cognitive development. We used data from the Child Development Supplement (CDS) of the Panel Study of Income Dynamics (PSID) with variables on presence and duration of breastfeeding and standardized test scores obtained during three different panel waves (N = 2681). After adjusting for covariates we found that breastfed children had higher test scores but that breastfed and non-breastfed children had similar growth trajectories in test scores over time. The results indicate that breastfeeding has an important association with test scores, and that subsequent schooling and other experiences during adolescence do not eliminate the breastfeeding gap that appears in very early childhood.

This paper presents tha results of tha evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and... more

This paper presents tha results of tha evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and focussed on the following four questions: (1) Are pupils developing competence in the French language; (2) Is the development of reading and arithmetic skills comparable to that of pupils in an English-only program; (3) Are pupils developing a positive self-image; and (4) Has the developm:nt of intellectual and cognitive abilities been hindered as a result of instruction in a second language? In addition to data gathered each year from pupils participating in the program, their parents were asked to complete questionnaires regarding their opinions of the program, as well as their general attitudes toward French and toward learning a second language. The report is divided :into two major sections. Part 1 describes both the method for collecting data from pupils, and the results of the data anulysis for eaci of the three grade levels, respectively. Part 2 outlines the results of the parent questionnaires distributed each year.

Despite the increasing use of the microgenetic methodology to examine change, the techniques employed to analyse microgenetic data remain fairly unsophisticated. This paper reviews the existing ways of analysing such data and describes... more

Despite the increasing use of the microgenetic methodology to examine change, the techniques employed to analyse microgenetic data remain fairly unsophisticated. This paper reviews the existing ways of analysing such data and describes their limitations. We use two recent studies to illustrate how modelling can avoid these problems and reveal important aspects of children's cognitive development. The first example illustrates the use of quasi-binomial modelling to examine 6-and 7-year olds' analogical reasoning development. This method offered insights into the way in which children develop, in terms of the rate and path of change, and how different instructional cues can affect their performance. The second study employs a random effects logistic model to analyse the development of preschoolers' counting skills. This technique was employed to examine different influences on children's use of counting to compare quantities. We argue that the key benefit of such modelling approaches is that they are able to tap into the process of change whilst not compromising statistical assumptions.

ABSTRACT. The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of... more

ABSTRACT. The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W.

In this study we discuss convergence between instructional practices suggested by research on achievement motivation and practices promoted in the mathematics instruction reform literature, and we assess associations among instructional... more

In this study we discuss convergence between instructional practices suggested by research on achievement motivation and practices promoted in the mathematics instruction reform literature, and we assess associations among instructional practices, motivation, and learning of fractions. Participants included 624 fourth-through sixth-grade students and their 24 teachers. Results indicated that the instructional practices suggested in literature in both research areas positively affected students' motivation (e.g., focus on learning and understanding; positive emotions, such as pride in accomplishments; enjoyment) and conceptual learning related to fractions. Positive student motivation was associated with increased skills related to fractions.