Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 3 |
Descriptor
Child Development | 3 |
Cognitive Structures | 3 |
Children | 2 |
Active Learning | 1 |
Adolescents | 1 |
Affective Behavior | 1 |
Age Differences | 1 |
Brain | 1 |
Classroom Communication | 1 |
Cognitive Development | 1 |
Concept Formation | 1 |
More ▼ |
Author
Clarà, Marc | 1 |
Foglia, Victoria | 1 |
Kaitlyn Adams | 1 |
Pablo Saiz-González | 1 |
Ronny Rodriguez Aragon | 1 |
Rutherford, M. D. | 1 |
Walsh, Jennifer A. | 1 |
Wanjiang Zhou | 1 |
Zan Gao | 1 |
Zhang, Haichao | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Information Analyses | 1 |
Reports - Evaluative | 1 |
Education Level
Elementary Education | 1 |
Audience
Location
Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Wanjiang Zhou; Pablo Saiz-González; Ronny Rodriguez Aragon; Kaitlyn Adams; Zan Gao – Quest, 2024
This systematic review synthesized current literature regarding the effect of physical activity (PA) interventions on brain structure (BS) and brain function (BF) in healthy children. This review followed the Preferred Reporting Items for Systematic Reviews protocols and used the Rayyan web for data extraction. Eleven experimental studies were…
Descriptors: Physical Activities, Intervention, Cognitive Structures, Brain
Foglia, Victoria; Zhang, Haichao; Walsh, Jennifer A.; Rutherford, M. D. – Developmental Psychology, 2022
When perceiving emotional facial expressions, adults use a template-matching strategy, comparing the perceived face with a stored representation. A rejection of unnaturally exaggerated faces is characteristic of this strategy because the exaggerated expressions do not match the stored template. In contrast, a rule-based perceptual strategy (e.g.,…
Descriptors: Nonverbal Communication, Perception, Children, Adolescents
Clarà, Marc – Educational Review, 2023
This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children's talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is…
Descriptors: Dialogs (Language), Classroom Communication, Teaching Methods, Learning Theories