Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. Aim: This study was conducted to examine the effect of a concept education programme, developed on the…

This dissertation focuses on when and how children learn about the meanings of the propositional attitude" verbs know" and "think". "Know" and "think" both express belief. But they differ in their veridicality: "think" is non-veridical and can report a false belief; but "know" can only…

Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. Here, it is argued that conceptual change is better understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were…

Mental-content verbs such as "think," "believe," "imagine" and "hope" seem to pose special problems for the young language learner. One possible explanation for these difficulties is that the concepts that these verbs express are hard to grasp and therefore their acquisition must await relevant conceptual development. According to a different,…

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…