Students today may have less time for free play, but new research suggests their imaginations have actually sharpened compared with those of children two decades ago. In an analysis published in May 2011 in the "Creativity Research Journal" and posted online in May, researchers from Case Western University in Cleveland found elementary school…

This study sought to test the most efficient representation mode with which children with hearing impairment could express a story while producing connectives indicating relations of time and of cause and effect. Using Bruner's (1973, 1986, 1990) representation stages, we tested the comparative effectiveness of Virtual Reality (VR) as a mode of…

This study examines the development of children's understanding of temporal cycles and the relationship between cyclic concepts and cognitive development. A sample of 62 children, ranging in age from 4 to 10 years, were administered Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks. (Author/JMB)

This paper reports on a study that represents a new approach to understanding early and middle grade children's development of historical time awareness. The study sought to embed children's time awareness in a sociocultural framework, and to move beyond linguistic symbol systems to incorporate visual data sources. The researchers began with three…

Delay of gratification and temporal span were investigated in 58 girls, ages 4 to 9 years, by estimated story durations, delay of gratification in a direct choice money test, and reproduction of a 60-second interval. (BD)

This study examines problems related to (1) the development of children's understanding of temporal cycles, and (2) the relationship between cyclic concepts and cognitive development. Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks were administered to 62 children, ranging in age from 4 to 10 years.…

Reviews research on elementary school students' capacity for historical understanding. Suggests Piagetian theory is not applicable to historical thinking. Considers teaching approaches for developing elementary history instruction, including (1) embedding history in meaningful context; (2) use of narrative; (3) linking past and present; and (4)…