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Conceptual Perspective and Lexical Choice in Acquisition.
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Clark, Eve V. – Cognition, 1997
Compares the many-perspectives account of lexical acquisition--which proposes that children learn to take alternative perspectives along with the words they acquire--to the one-perspective account--which proposes that children are at first able to use only one term to talk about an object or event. Provides evidence from a variety of sources that…
Descriptors: Children, Cognitive Development, Comparative Analysis, Language Acquisition
Characteristics of Learning Disabilities: A Selective Review.
Tarver, Sara G. – 1981
Based on an empirical study of over 3,000 learning disabled children and on a review of research, the paper outlines intellectual, attention and verbal mediation, social-affective, and oral and written characteristics of learning disabled students. Among the findings reported are the following: the median educational retardation is one grade below…
Descriptors: Attention, Cognitive Development, Elementary Secondary Education, Individual Characteristics
Une Progression dans la Strategie Pedagogique pour assurer la Construction de Langage Oral L'ecole Maternelle [A Progression in Teaching Strategies to Ensure Oral Language Building in Nursery School].
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Durand, C. – International Journal of Early Childhood, 1997
Summarizes progressions between 2 and 6 years of age in children's power of concentration, ability to express ideas, build logical relationships, structure spoken words, and play with the semantic, phonetic, syntactical, and morphological aspects of oral language. Notes that the progression depends on the educator's interaction with the child.…
Descriptors: Attention Span, Cognitive Development, Developmental Stages, Early Childhood Education
Tracing the Course of Development in Causal Understanding.
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Dahlberg, Lucy Ann – Journal of Experimental Education, 1987
Research literature on childrens' causal understanding in oral and written settings is reviewed. Results show that maturation and task complexity both influence childrens' causal understanding. However, the findings are contradictory, and no generalizations could be made about which factors influence causal understanding and at which ages they are…
Descriptors: Attribution Theory, Child Development, Cognitive Development, Cognitive Measurement
Psychological Reality and the Role of the Teacher in Early-Education Sharing Time.
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AlSafi, Abdullah T. – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, 1994
Drawing from experiences in teaching kindergarten teachers in Saudi Arabia to conduct "sharing time" or "show and tell" sessions, discusses the activity's affective and cognitive value, indicating that teacher and peer feedback promotes language development and the growth of curiosity and inquisitiveness. Makes practical…
Descriptors: Child Language, Class Activities, Cognitive Development, Early Childhood Education
Making Sense of Piaget. The Philosophical Roots.
Atkinson, Christine – 1983
In all of his published work, Jean Piaget never abandoned his original theoretical framework for the understanding of human development. This framework insists that intelligence is essentially a biological phenomenon; its development is best understood as the development of a sophisticated and highly successful adaptation device. This device…
Descriptors: Behavior Development, Child Development, Cognitive Development, Developmental Psychology