Spatial language and ability play important roles in children's cognitive development. Spatial ability in kindergarten predicts achievement in reading, math, science, and technology in primary school and therefore constitutes an important skill set in preparation for school entrance. Good spatial thinking skills are required for learning in…

The aim of the current study was two-fold. First, it evaluated the influence of bilingualism on syntactic abilities and verbal memory of children with High Functioning Autism (HFA). Second, it explored the relationship between syntactic abilities and verbal memory of children with HFA and typical language development (TLD). Eighty-six monolingual…

This article examines the political socialization of young children who live under conditions of intractable conflict. We present four premises: First, we argue that, within the context of intractable conflict, political socialization begins earlier and faster than previously suspected, and is evident among young children. Second, we propose that…

This article reports on the practice and evaluation of a music education model, In Harmony, which utilizes new technologies and current theories of learning to mediate the music learning experience. In response to the needs of twenty-first century learners, the educational software programs Teach, Learn, Evaluate! and Impromptu served as central…

This article mingles stories and concepts of young Jewish Israeli children about God, with reflections on the roles of faith, memory, imagination, and cognitive development in children's Religious Education. The stories are meant to illustrate, among other things, the purity and innocence of young children's faith, which is largely untroubled by…

Tests the hypothesis that semantic memory changes with age such that concepts become more strongly associated with their superordinate classes than with their exemplars. The Stroop color-naming technique was employed with 48 children 8 through 12 years of age to measure the degree of semantic activation between concepts in memory. (Author)

A grouping task revealed a chronological progression: color and form determined the 4-year-old children's grouping about equally; form dominated in the 5-year-olds; and 9-year-olds grouped primarily by conceptual attributes. Performance on a memory task showed the developmental shift from color to form to concept, while cued recall showed…

Evaluated hypothesis that cognitive antecedents of word recognition are domain-specific and unrelated to higher-order domain-general cognitive abilities in a longitudinal study of Hebrew-speaking children. Found that kindergarten domain-specific measures accounted for 33 percent of variance in Grade 1 word recognition, even after controlling for…