Multiraciality and mixed-race students have long been overlooked in K12 education discourse despite a significant increase in the number of students identifying as more than one race. Research that does address Multiracial students tends to focus on multiracial identity development of college students. However, educators and K12 school leaders…

The purpose of this article was to synthesize the available research regarding the development of complex schemata in individuals with autism across its entire developmental process beginning with prototype formation, followed by categorization, and finally the development of schema. Specific research questions addressed the quality of research…

The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…

An overview of the literature on developmental dyslexia is offered, and two approaches to the subtyping problem are illustrated and briefly discussed. Potential implications of some aspects of the interactive reading theories for the study of reading dysfunction are explored. (Author/CL)

Suggests that in learning and development, the process of comparison can act as a bridge between similarity-based and rule-based processing. A structure-sensitive comparison process, triggered by experiential or symbolic juxtapositions can: (1) facilitate understanding of structural commonalities and the abstraction of rules; and (2) facilitate…

Considers assumptions underlying current cognitive science research on concepts: (1) novel information is first processed via similarity judgments and later by explanatory components; (2) children initially have a similarity-based component for learning concepts--the explanatory component develops on its foundation. Argues that these assumptions…

Reflects on Needham's findings on infants' object recognition and segregation. Examines the role for perceptual bias in explaining infant performance, places Needham's studies in historical perspective, and assesses their theoretical significance. Discusses the merits of positing different kinds of information sources for object segregation, and…

Proposes a theory of reasoning and outlines four general types of reasoning (case-based, law-based, coherence-based, and dialectical) based on the constraints the reasoning seeks to honor. The development of reasoning is presented as a continuing construction and reconstruction of self-constraints and justifications for those constraints,…

This paper examines the cognitive process of concept development in preschool children, based on recent psychological research. Rather than attempting an exhaustive review of the more than 7000 articles written on children's concepts of categories, the paper highlights and illustrates four key themes that emerge from recent research: first,…

Demonstrates the need for a process-oriented, constructivist approach to understanding infants' categorization abilities. Suggests that emphasizing the distinction between perceptual and conceptual categorization has been an obstacle to forging an approach. Proposes a more microanalytic consideration of features available to infants at different…

From investigations of cognitive development, intellectual ability, and learning strategies, representative examples of research are used to highlight dilemmas which attend the use of the terms "stages,""levels,""styles," and "strategies" to describe different aspects of human thinking and learning, especially in adolescents and young adults.…

Summarizes findings on infants' capacity for object segregation. Maintains that infants can use featural and experiential information for segregation and individuation purposes long before 12 months of age. Disputes the claim that formation of object categories awaits early word learning, but acknowledges that language may play a key role in…

An overview is provided of the similarities and distinctions between individuals with autism and those with Asperger syndrome (AS). The cognitive and neurocognitive profiles underlying deficits characteristic of autism spectrum disorders are reviewed and particular emphasis is placed on comparisons of high-functioning autism to AS on the basis of…

Calls for a process-oriented approach to study of categorization in infancy. Maintains that further understanding of infant categorization and its changes with development requires a more direct assessment of infants' category formation. Argues that two research directions will enhance understanding of categorization: (1) contextual variations on…

Reviews selected research on children's early formation of categories. Finds sophistication in how children group objects and think about those groupings. Notes findings related to type of grouping (thematic or taxonomic), multiple classifications, overgeneralization, the role of background knowledge on classification abilities, the…