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Showing 1 to 15 of 799 results Save | Export
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De Smedt, Bert – Research in Mathematics Education, 2019
In this commentary, I reflect from a neurocognitive perspective on the four chapters on natural number development included in this section. These chapters show that the development of seemingly basic number processing is much more complex than is often portrayed in neurocognitive research. The chapters collectively illustrate that children's…
Descriptors: Numbers, Cognitive Processes, Difficulty Level, Cognitive Development
Heller, Rafael – Phi Delta Kappan, 2019
Kappan's editor talks with Tracey Tokuhama-Espinosa, a leader in the international movement to translate findings from neuroscience into usable knowledge for educators. Topics include neuromyths (common, but erroneous, beliefs about how the brain works), the current scientific consensus about how people learn, and the contributions that the…
Descriptors: Brain, Neurosciences, Misconceptions, Learning Processes
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Francis, Mariko A. – Australasian Journal of Gifted Education, 2019
In this interview, Dr Munro discusses his research and provides insights into gifted learning and talent development in the classroom. He describes how teachers can develop productive classroom environments to thrive and use experiential memory to cultivate teaching expertise. According to Dr Munro, talented outcomes are more likely when teachers…
Descriptors: Academically Gifted, Teaching Methods, Classroom Environment, Student Needs
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Mannheimer, Steve – Journal of Management Education, 2016
The author of this thought-provoking article joins an impressive cohort of current commentators and scholars united in their concern over the state of the art of reading. Mostly, they are concerned with the sustained, silent, generally solitary process of reading in which the reader is deeply focused on and immersed in the text. Their fear is that…
Descriptors: Neurosciences, Cognitive Development, Reading Processes, Macroeconomics
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Alexander, Patricia A. – Educational Psychologist, 2017
In this commentary, theoretical principles pertaining to the role of epistemic cognition in teaching and professional development, synthesized from the content of this special issue on reflection and reflexivity, are proffered. These theoretical notions are then followed with a critical analysis of specific challenges encountered in enacting these…
Descriptors: Reflection, Theory Practice Relationship, Reflective Teaching, Faculty Development
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Evaniuck, Jayson; Shaughnessy, Michael F. – Gifted Education International, 2019
Ellen Winner is a psychologist and a professor at Boston College. She specializes in psychology of art. In this interview, she answers the following questions including: (1) What are you currently working on, researching? (2) Could you elaborate on the intrinsic value of art education? (3) How might you compare your work today to earlier advocates…
Descriptors: Gifted, College Faculty, Teacher Attitudes, Psychology
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Walker, Caren M.; Gopnik, Alison – Psychological Bulletin, 2013
The review by Lillard et al. (2013) highlighted the need for additional research to better clarify the nature of the relationship between pretend play and development. However, the authors did not provide a proposal for how to structure the direction of this future work. Here, we provide a possible framework for generating additional research.…
Descriptors: Cognitive Processes, Teaching Methods, Play, Research Needs
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Krettenauer, Tobias – New Directions for Youth Development, 2012
This article addresses the question of why the emotions children and adolescents anticipate in the context of hypothetical scenarios have been repeatedly found to predict actual (im)moral behavior. It argues that a common motivational account of this relationship is insufficient. Instead, three links are proposed that connect cognitive…
Descriptors: Adolescents, Emotional Response, Moral Development, Ethical Instruction
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Holtmann, Martin – Journal of Child Psychology and Psychiatry, 2013
In this commentary, Martin Holtmann, discusses Doehnert and colleagues' article in this issue (Doehnert et al., 2013). Holtmann comments that the article illustrates the value of longitudinal electrophysiological and experimental approaches to disentangle different pathways underlying the phenotype of ADHD, and points out that their…
Descriptors: Attention Deficit Hyperactivity Disorder, Longitudinal Studies, Children, Neuropsychology
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Hunt, Earl – Educational Psychology Review, 2012
Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence. I argue here that that is the correct approach, for a model of the information processing…
Descriptors: Evidence, Cognitive Psychology, Cognitive Processes, Models
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Aslin, Richard N. – Infancy, 2012
Eye-trackers suitable for use with infants are now marketed by several commercial vendors. As eye-trackers become more prevalent in infancy research, there is the potential for users to be unaware of dangers lurking "under the hood" if they assume the eye-tracker introduces no errors in measuring infants' gaze. Moreover, the influx of voluminous…
Descriptors: Infants, Human Body, Cognitive Processes, Inferences
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Leitch, David G. – Mind, Culture, and Activity, 2011
This article argues that Vygotsky's choice of word meaning as the basic unit of analysis for cultural psychology connects him to a German psycholinguistic tradition--exemplified in the work of G. W. F. Hegel and J. G. Herder--distinct from the Marxist tradition. While later commentators criticize Vygotsky's reliance on word meaning, arguing that…
Descriptors: Psycholinguistics, Semantics, Vocabulary Development, Foreign Countries
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Storkel, Holly L. – Journal of Child Language, 2011
Stoel-Gammon (this issue) states that "from birth to age 2 ; 6, the developing phonological system affects lexical acquisition to a greater degree than lexical factors affect phonological development" (this issue). This conclusion is based on a wealth of data; however, the available data are somewhat limited in scope, focusing on rather holistic…
Descriptors: Child Language, Vocabulary Development, Phonology, Young Children
Wilson, Ruth A. – Exchange: The Early Childhood Leaders' Magazine Since 1978, 2010
Rachel Carson (1956)--scientist, writer, and environmentalist--states that "A child's world is fresh and new and beautiful, full of wonder and excitement". Many people have heard and been inspired by these words, but may not have a clear idea about what wonder really is. This isn't surprising, because wonder in different contexts can mean…
Descriptors: Young Children, Child Development, Aesthetics, Fantasy
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Klapp, Stuart T.; Jagacinski, Richard J. – Psychological Bulletin, 2011
We argue that 4 fundamental gestalt phenomena in perception apply to the control of motor action. First, a motor gestalt, like a perceptual gestalt, is holistic in the sense that it is processed as a single unit. This notion is consistent with reaction time results indicating that all gestures for a brief unit of action must be programmed prior to…
Descriptors: Reaction Time, Auditory Perception, Psychomotor Skills, Responses
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