People perceive and conceive of activity in terms of discrete events. Here the authors propose a theory according to which the perception of boundaries between events arises from ongoing perceptual processing and regulates attention and memory. Perceptual systems continuously make predictions about what will happen next. When transient errors in…

Using similar research in Britain as a basis, a study in New Zealand explored schema learning in young children. The primary purpose of the study was to determine the effects of a curriculum intervention designed to increase the richness and amount of stimulation teachers and parents give 4-year-olds in response to observations of children's…

In the literature, learners' cognitive development is mainly discussed with respect to changes in learners' content-dependent knowledge (conceptual change or growth). Additional dimensions of time and complexity may also be taken into account to describe cognitive processes in at least three dimensions. We discuss these three dimensions of…

This paper reviews recent findings in the field of neuroscience that may have a direct impact on specific methodologies and practices in education. It focuses on five concepts from neuroscience: (1) the mind-brain processes symbolic information; (2) neurons are imbued with an epistemic hunger and the mind-brain with a cognitive imperative to learn…