This evidence review synthesises the best available international evidence regarding approaches to behaviour in schools to: (1) Produce an overarching model or framework explaining why school pupils may misbehave (Review 1); (2) Review the effectiveness of classroom-based approaches to behaviour trialled in robust research studies (Review 2); and…

Literature review revealed seven empirical articles exploring psychological functioning of color-deficient children. Analysis of literature indicated that equivocal nature of past research may be due to inadequate rationale explaining what outcome variables should be tied to color deficiency. Makes specific investigative recommendations to provide…

Reviews and synthesizes, within the broad framework of comparative cognition, several approaches to the study of human memory, including ontogenetic, cultural/sociohistorical, and clinical research. Asserts that future research on comparative memory development must focus on the flexible and adaptive use of memory skills to meet purposes…

The purpose of this paper is to describe the development of children's measurement concepts and to outline implications of recent research on transitivity and counting. Discussion is confined to measurement of length and focuses on aspects of measurement outlined in the last two of Piaget's three measurement stages. It is argued that measurement…

Notes that few investigations have addressed adolescents' conception of knowledge. Provides a rationale as to why it may be useful to more adequately explore how adolescents view knowledge. Reviews existing investigations and discusses three general approaches to the study of the subject. (Author/NB)

Reviews research on children's and adults' beliefs about fantasy and their tendency to engage in "magical thinking." Suggests that children are not fundamentally different from adults in their ability to distinguish fantasy from reality. Both entertain fantastical beliefs and engage in magical thinking. Offers suggestions regarding age…

Preschoolers' event descriptions indicate that they are able to engage in displaced reference, use timeless verb forms, report optional and conditional relationships, appropriately sequence events, engage in temporal reversibility, and appropriately use a number of relational terms, all at a much younger age than has traditionally been believed…

Finds that, between five and seven years of age, the majority of healthy children in modern urban-industrial societies achieve an understanding of the irreversibility, nonfunctionality, and universality of death. Suggests reasons for ambiguous findings concerning the relationship between the acquisition of the concept of death and developmental…

The review synthesizes viewpoints on functions of play and provides an overview of information on effects of visual impairments on play patterns. The importance of play in learning is stressed. Specific needs for research on the play behavior of young children with low vision are identified. (Author/CL)

Maintains that one future direction for cognitive development research involves a closer integration with knowledge about the developing brain. Presents a framework for analyzing and interpreting postnatal functional brain development. Discusses three contributing hypotheses, within which a variety of phenomena associated with the neural basis of…

Studies using human figure drawing as a measurement technique are reviewed as part of an inquiry concerning the effectiveness of instruction to improve children's body image. It is concluded that the findings reviewed are inconclusive as to whether instruction can improve children's perceptions and knowledge of body image, and that further…

Review of existing research on the general cognitive outcomes of Logo training concludes there is little data-based or empirical evidence on the effects of teaching Logo to children. It is suggested that current research on Logo should be more directly tied to outcomes related to learning a structured computer language. (MBR)

The issue of whether or not early adolescence is a transitional or stable period of development may be dependent on our ability to describe ways in which early adolescents are quantitatively and qualitatively different from when they were children and how these early adolescent characteristics are forerunners to the more elaborate constructs of…

Maintains that recent theoretical and methodological advances have sparked renewed interest in studying children's learning. Describes consistent and interesting findings regarding how children learn and intriguing proposals regarding mechanisms underlying learning. Argues that increasing the focus on children's learning promises practical…

Noting that there is a growing body of evidence supporting the many connections between cognitive competence and high-quality pretend play, this article defines the cluster of concepts related to pretend play and cognition, and briefly synthesizes the latest research on the role of such play in children's cognitive, social, and academic…