This article reviews the methodologies used in 76 empirical studies conducted on creative thinking in primary school education and published between 2011 and 2021. The studies were analysed for their context, foci of investigation and the methodologies used. Each study was coded and analysed quantitatively and qualitatively. The findings are…

Executive functions (EFs) are cognitive skills that begin developing in early life and are crucial for children's overall development and daily task performance. Generally, EFs are assessed through standardized neuropsychological tests, which may not always accurately capture real-world application. To overcome this limitation, alternative methods…

Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings…

Prenatal exposure to the Dutch famine of 1944-45 had no detectable effects on the adult mental performance of surviving male offspring; birth weight was not related to mental performance; and the association of social class with mental performance was strong. (AL)

This paper describes the development and characteristics of structural interview procedures designed to aid researchers in investigating children's understanding of their logical arguments. The procedures comprise a system which assesses verbal expression, understanding of implication, and ability to reason logically; it also assesses…

Fuzzy trace theory posits that during development the use of verbatim information for solving transitive relationships shifts to the use of gist information. In cognitive developmental research that uses a cross-sectional design, the binomial mixture model is often used to identify such shifts. Because the binomial mixture model assumes equal task…

A case study of the period of repetitive babbling in one Dutch infant is reported. Repetitive babbling is seen as a systematic and continuous process, during which the child is applying certain strategies in order to form concepts concerning the possibilities of his or her articulatory apparatus. Strategies identified are: (1) variation…

The principal focus of this study was the assessment of mathematics in primary education within Realistic Mathematics Education (RME), a mathematics reform movement begun in The Netherlands in the 1960s. The book that resulted from this study is comprised of seven chapters, the first four of which constitute part 1 and are the core of the work.…

Investigated for purposes of comparison with American counterparts were teaching styles used in eight classes in special schools for the educable mentally handicapped (EMH) in the Netherlands. Ss tended to be placed in the special schools earlier than EMH students in the U.S. are placed in special classes. Classes were observed to determine…

Examines the changes that occur from ages 5 to 11 in question/answer sequences of Dutch children. Function, content, form of questions, and listener response are analyzed. (EKN)

This investigation--the first Dutch longitudinal research project on reading and spelling spanning the whole 6-year period of primary education--examined (1) whether it is possible to identify certain aspects of literacy--namely decoding skills, reading comprehension, and spelling skills--within verbal intelligence as latent variables, and…

In this paper, we respond to the criticisms and concerns raised by D.V. Cicchetti, A.S. Kaufman, & S.S. Sparrow (this issue) in their review of the PCB literature, with particular attention to our own research in Michigan. We agree that multiple comparisons and functional significance are issues that would benefit from more discussion.…