Uses a cognitive approach to examine whether children's explicit and implicit knowledge about gender, influences the development and maintenance of gender segregation. Addresses the issue of variations in levels of gender segregation. (BAC)

Verbal and figurative classification tasks were presented to 30 blind and 30 sighted children (ages 6 to 11). Although younger blind children were significantly less efficient on tasks, older ones reached or were close to the level of their sighted peers. Analysis illustrates how the blind children adjusted their conceptual knowledge to their…

A research project evaluated the use of a color, closed-circuit television (CCTV) for teaching 9 students (ages 9 through 14) with deaf-blindness. Students demonstrated an increased level of visual attention, increased motivation, and increased awareness of the relationship between an object or picture and its screen representation. (Author/DB)

Presents a framework within which to organize and synthesize existing knowledge about children's understanding of the mental states of imagination, pretense, and dreams. Concludes that by the age of three, children understand important fundamental aspects of the mental nature, origin, and truth-relation of fictional mental states, but that their…

Argues that counseling psychologists will benefit from the development of conceptual frameworks that focus attention and consideration on the moral dimensions of psychotherapy. Presents such a conceptualization with respect to actual psychotherapeutic conversations, and provides an empirical illustration of how this conceptual framework…

Using qualitative methods of participant observation and in-depth interviewing, this research explored kindergarten, first-, and second-grade children's perceptions of classroom activities. Young children perceived classroom activities in terms of what they considered to be work and what they considered to be play. A work-play continuum is…

Discusses mathematics education research on multiplication and division which implies that instruction should emphasize development of a sound conceptual basis for multiplication and division rather than memorization of tables and rules. Presents action research ideas. (10 references) (MKR)

Discusses the use of technology to investigate what graphs represent as well as how to interpret graphs. (MKR)

Observations of five-year-olds (n=6) about their understanding of base 10 and numbers greater than 20 showed that although these students did not have adequate skill in use of the base 10 number system to count by 10s, they did demonstrate concepts about big numbers. (21 references) (MKR)

Synthesizes research on content knowledge of rational numbers, the learning of rational number order and equivalence concepts, and teachers' pedagogical reasoning about these concepts. Uses teachers' descriptions of how a hypothetical student would understand rational numbers to sketch a formative model of pedagogical reasoning. (16 references)…

Observed the reactions of 3.5-month-old infants looking at a carrot that should have but did not appear in a window after passing behind a screen. The results of this and several similar experiments indicated that 3.5-month-old infants are able to represent and reason about hidden objects. (BC)

Two microcomputer-based laboratories, the motion detector and the sound detector, are discussed in terms of their affects upon the facilitation of an understanding of graphs and their ability to aid in the development of conceptual understanding from graphical analysis. The author relates experiences in using these labs with high school students…

Explores the extent to which presentations about multiplication and division involving decimals within three series of mathematics textbooks for grades three through eight help students to counter common learner misconceptions about multiplication and division. Results indicate that theory on conceptual change with its concomitant research have…

Two experiments with a total of 17 adolescents or adults with severe mental retardation evaluated the potential of exclusion procedures (selection of an undefined object in comparison with a defined object) as a means of training basic naming skills. Reliable exclusion and naming performance were demonstrated in nearly all subjects. (DB)

Analysis of the Bracken Basic Concept Scale (BBCS) indicated that all subtests except two (Quantity and Time) showed statistically significant correlations between item difficulty and frequency of concept words. Administration of the BBCS to 36 first graders revealed that most concept words showed expected item discrimination indices. (Author/JDD)