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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
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Siegler, Robert S.; Thompson, Clarissa A.; Opfer, John E. – Mind, Brain, and Education, 2009
The relation between short-term and long-term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct knowledge states; behaviorists such as Kendler and Kendler believed…
Descriptors: Numbers, Cognitive Structures, Developmental Psychology, Information Processing
Carver, Sharon M., Ed.; Shrager, Jeff, Ed. – APA Books, 2012
The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent…
Descriptors: Thinking Skills, Class Activities, Learning Activities, Science Education
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Farrington-Flint, Lee; Coyne, Emily; Stiller, James; Heath, Emily – Educational Psychology, 2008
The present study examines the development of sight word reading in young children by examining changes in their self-reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children's…
Descriptors: Early Reading, Sight Vocabulary, Reading Strategies, Word Frequency
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De Brauwer, Jolien; Verguts, Tom; Fias, Wim – Journal of Experimental Child Psychology, 2006
In this study, we investigated the development of basic effects that have been found in single-digit multiplication arithmetic: the problem size, five, and tie effects. Participants (9-,10-, and 11-year-olds and adults) performed a production task on simple multiplication. The procedure replicated Campbell and Graham's (1985) study ["Canadian…
Descriptors: Multiplication, Reaction Time, Child Development, Child Psychology