Maintains that authors' meta-analytic findings make early competence accounts of theory of mind increasingly unlikely. Asserts that findings argue against executive function expression accounts, including that advocated by Scholl and Leslie (PS532407). Explains that meta-analytic findings directly contradict Scholl and Leslie's predictions…

Examined in 2 studies 2- to 4-year-olds' learning of novel words and novel facts and extension of the words and facts to additional exemplars. Found that children extended the novel word to more category members than they extended the novel fact. By age 2, children observe extendibility of novel count nouns but are uncertain about extendibility of…

Exposes the structural-functionalist roots of Kohlberg's theory of moral development, questioning the application of Kohlberg's ideas in the classroom, reviewing Kohlberg's Just Community model, examining Durkheim's and Dreeben's theories and their similarity to Kohlberg's moral theory, critiquing Kohlberg's conception of the Just Community…

Examined third- and seventh-graders' and college students' thinking regarding different types of disagreements. Found that participants' thinking was constrained by the realm and form of the disagreement. At all ages, participants judged some disagreements acceptable and others unacceptable, described disagreements based on different attributes,…

Review of research on recess shows how its presence or absence affects children's brain development, health and physical development, attention, memory, social and emotional adjustment, language development, and classroom behavior. Despite demonstrated benefits, recess is endangered by pressures on schools to increase achievement. (Contains 52…

Adolescence is a developmental transition period during which there are profound transformations in emotional, cognitive, and behavioral systems. Despite being a time of rapid development and increasing rates of suicidality, limited research has examined possible interrelationships. Through the use of a case study, this paper illustrates the role…

Background: When developing a domain-specific academic self-concept, students are not restricted to social comparisons; they may also make temporal or dimensional comparisons. Aims: The main purpose of this study was to examine whether these different types of comparison trigger paradoxical effects of praise and criticism in the sense described by…

The "coin of the realm" in education today is student achievement, its measure, and its relationship to school accountability. An almost singular emphasis is placed on student achievement in "core" academic areas. The constructs of cognitive learning, student achievement, and instructional approach in agricultural education have been studied by…

Through the study of motor development, the physically educated person will understand that individuals develop at their own rate and require both time and practice to acquire new motor skills. The physically educated person needs to know about motor development in order to monitor his or her own change and become an independent learner.…

This research extends the range of domains within which children's gestures are found to play an important role in learning. The study involves children learning about balance, and the authors locate children's gestures within a relevant model of cognitive development--the representational redescription model (A. Karmiloff-Smith, 1992). The speech…

Cumulative experience with a variety of symbolic artifacts has been hypothesized as a source of young children's increasing sensitivity to new symbol-referent relations. Evidence for this hypothesis comes from transfer studies showing that experience with a relatively easy symbolic retrieval task improves performance on a more difficult task.…

Middle school students represent a wonderful target audience for introducing neurological concepts. The preteen years of the middle grades represent a time of incredible physical and mental development. Students in a seventh-grade classroom are experiencing dramatic physiological and psychological changes. Understanding the parts and functions of…

Early childhood education must bolster basic cognitive and social-emotional competencies to prepare children for authentic learning. The preschool educators should view academic skills and concepts as valuable tools in the process of developing essential competencies.

According to a recent account of infants' acquisition of their physical knowledge, the incremental-knowledge account, infants form distinct event categories, such as occlusion, containment, support, and collision events. In each category, infants identify one or more vectors which correspond to distinct problems that must be solved. For each…

The purpose of this article is to frame the divide between cognitive and developmental researchers and findings and educational practitioners. Specifically, the author argues that the divide emerges as a result of practitioners and researchers approaching childhood and instruction from differing perspectives. The article presents four questions…