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| Learning and Instruction | 3 |
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| Information Analyses | 3 |
| Journal Articles | 3 |
| Reports - Evaluative | 1 |
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Peer reviewedShayer, Michael – Learning and Instruction, 2003
Explores the work of L. Vygotsky and J. Piaget and suggests that by the early 1930s they had reached almost identical positions regarding child development. Asserts that the theory of each is complementary to the other. Discusses the implications of this position for a theory of intervention for cognitive acceleration. (SLD)
Descriptors: Child Development, Child Psychology, Cognitive Processes, Educational Psychology
Peer reviewedAckermann, Edith K. – Learning and Instruction, 1998
Offers a commentary on five contributions to recent developments in the study of cognitive development that have been selected for this special issue. The relevance of each author's paper to issues that are central to cognitivists today and post-Piagetian developmental psychologists is discussed, and the overall need of evolutionary models to…
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Cognitive Psychology
Peer reviewedHager, Willi; Hasselhorn, Marcus – Learning and Instruction, 1998
The Cognitive Training for Children (CTC) (K. Klauer, 1989) is a program that teaches thinking strategies that increase inductive reasoning. This study reviews 17 studies of the effectiveness of the CTC through a qualitative meta-analysis. Results suggest that it is neither better nor worse than available rival cognitive training programs. (SLD)
Descriptors: Cognitive Processes, Elementary School Students, Induction, Meta Analysis
