This study compared the effectiveness of two intervention approaches, task analysis and cognitive strategy, for imparting the first stages of word-processing skills to adults with mild to moderate mental retardation. Instruction in basic text-typing and paragraph transfer to 25 participants found that both methods were effective but that, for some…

Examines a relatively new form of cooperative learning, "foreign exchange," which is designed to maximize both cognitive and social development in students with and without disabilities in inclusive classrooms. The strategy is described, and an example of how it has been used is provided. (Author/CR)

Notes that the majority of brain development occurs in the first three years of life. States that infant and toddler interactions are beneficial to both ages, provided contact occurs in a safe environment. Discusses how infants and toddlers learn from each other through play, even if they are nonverbal, and further benefit from insights and…

Investigates the short- and long-term effectiveness of a theoretically driven, programmatic rape-prevention intervention on a sample of primarily White and Black college men. Results from a hierarchical cluster analysis indicate three patterns of treatment response: improving, deteriorating, and rebounding. Results also indicate that Black…

Relations between classroom contexts and young children's self-regulated learning were examined through the use of writing and portfolio activities. Findings support sociocognitive models of learning regarding how classroom contexts affect students' beliefs, values, expectations, and actions. (Author/GCP)

Addresses the lack of theory and directing constructs for reflective practice in teacher education, reviewing Vygotskyian and Piagetian theoretical tenets, relating them to a developmental action/reflection framework for adult learners, and summarizing a taxonomy for differentiating reflection according to adult learners' needs. Summarizes the…

Sylwester says education must begin relying more on biology than social and behavioral science. All brain systems move from a slow, awkward functional level to a fast, efficient level. Contributions of metacognition, self-regulation, emotions, reflective and reflexive responses, comparison, and classification to cognitive development are…

Tested competing causal models concerning the relationship between children's social behaviors and theory of mind in 3- and 4-year-olds tested 3 times over 7 months. Found that false belief performance predicted joint planning and role assignment during pretend play, after taking into account initial performance on joint planning and role…

Discusses instructional technology in the context of the whole learning environment instead of just in terms of computers and software. Considers assessment of instructional technology, including the role of the student, identifying the learning theory behind a specific instructional application, behaviorism, cognitive development, and faculty…

Examined how quality of center-based child care related to early cognitive and language development from 6 to 36 months among 89 African American children. Found that higher quality care was related to higher measures of cognitive, language, and communication development, even after adjusting for selected child and family characteristics.…

Concerns development of children's understanding of data and classification. Studies three intact classrooms worked over several sessions to categorize drawings made by children and progressively mathematize their categorization rules. Concludes that by engaging with data characterized by prototypic rather than crisp membership values, students…

Reviews research on the effect of stress hormones, particularly glucocorticoids, on the brain and early development. It describes the psychological and social processes that reduce stress hormone responses to threatening and painful procedures. Research on the cognitive and emotional effects of synthetic glucocorticoids is also discussed.…

Defines the components of self-regulation ability--learners' ability to participate actively in their learning: as strategic knowledge, self-efficacy, ownership, mastery orientation, and self-reflection. Presents guidelines for promoting self-regulation ability through instructional design that incorporates these components. (AEF)

Two studies investigated effects of a cognitive early education program on teachers' use of mediated learning strategies and kindergartner's cognitive modifiability and task-intrinsic motivation. Study 1 found that teachers with program experience used more mediation than nonexperienced teachers. Study 2 found that program children improved…

Explored the role of folktales of deception in developing 3- and 4-year-olds' theory of mind. Found that the story's deceptions elicit discussions that change over successive readings as the child shows increasing comprehension of the deceptions and decreasing need of parental support. Parent's and child's gender influenced frequency and…