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Fuson, Karen C. – Cognitive Development, 2009
This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…
Descriptors: Teaching Methods, Mathematics Instruction, Learning Strategies, Cognitive Processes
Dowlati, Ramezan; Abravanel, Eugene – Cognitive Development, 2006
Utilization of a footprint trail for locating a hidden person may indicate the extension of semiotics to the spatial domain of search. We sought to determine whether young children implemented footprint tracking, and found that at 3-years they successfully tracked footprints on only 3% of trials, at 4-years on 9% of trials, and at 5-years on 41%…
Descriptors: Young Children, Spatial Ability, Cognitive Processes, Cognitive Development
Lewis, Marc D.; Todd, Rebecca M. – Cognitive Development, 2007
To speak of cognitive regulation versus emotion regulation may be misleading. However, some forms of regulation are carried out by executive processes, subject to voluntary control, while others are carried out by "automatic" processes that are far more primitive. Both sets of processes are in constant interaction, and that interaction gives rise…
Descriptors: Children, Personality, Brain Hemisphere Functions, Metacognition

Mervis, Carolyn B.; And Others – Cognitive Development, 1993
Comments on the article by Jones and Smith in this issue. Describes a program of research that demonstrates the important influence of perception on the structure of concepts. Proposes that both perceptual and nonperceptual information are important to conceptual structure throughout the continuum of knowledge acquisition and that perception is a…
Descriptors: Child Language, Cognitive Processes, Concept Formation, Early Childhood Education
Vosniadou, Stella; Skopeliti, Irini; Ikospentaki, Kalliopi – Cognitive Development, 2004
An experiment investigated how methods of questioning affect children's responses regarding the shape of the earth and the day/night cycle. Seventy-two children from Grade 1 and Grade 3 in a middle-class elementary school in Athens, Greece, were tested either by an open method of questioning or by a forced-choice method of questioning. The two…
Descriptors: Foreign Countries, Grade 1, Grade 3, Astronomy