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Ricco, Robert B.; Overton, Willis F. – Developmental Review, 2011
Many current psychological models of reasoning minimize the role of deductive processes in human thought. In the present paper, we argue that deduction is an important part of ordinary cognition and we propose that a dual systems Competence [image omitted] Procedural processing model conceptualized within relational developmental systems theory…
Descriptors: Systems Approach, Cognitive Processes, Cognitive Development, Thinking Skills
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Barrouillet, Pierre – Developmental Review, 2011
Dual-process theories have gained increasing importance in psychology. The contrast that they describe between an old intuitive and a new deliberative mind seems to make these theories especially suited to account for development. Accordingly, this special issue aims at presenting the latest applications of dual-process theories to cognitive…
Descriptors: Evidence, Psychologists, Developmental Psychology, Cognitive Development
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Stanovich, Keith E.; West, Richard F.; Toplak, Maggie E. – Developmental Review, 2011
Drawing developmental predictions from dual-process theories is more complex than is commonly realized. Overly simplified predictions drawn from such models may lead to premature rejection of the dual process approach as one of many tools for understanding cognitive development. Misleading predictions can be avoided by paying attention to several…
Descriptors: Prediction, Cognitive Development, Theories, Task Analysis
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Barr, Rachel – Developmental Review, 2010
The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a two-dimensional (2D) representation and a three-dimensional (3D) object. Understanding the conditions under which young children might accomplish this…
Descriptors: Teacher Effectiveness, Transfer of Training, Young Children, Television
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Harshaw, Christopher – Developmental Review, 2008
Hunger, thirst and satiety have an enormous influence on cognition, behavior and development, yet we often take for granted that they are simply inborn or innate. Converging data and theory from both comparative and human domains, however, supports the conclusion that the phenomena hunger, thirst and satiety are not innate but rather emerge…
Descriptors: Systems Approach, Hunger, Developmental Psychology, Emotional Development
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Jensen, Lene Arnett – Developmental Review, 2008
This paper proposes a cultural-developmental approach to moral psychology. The approach builds on and synthesizes findings from different research traditions, including the cognitive-developmental, domain, two orientations, three ethics, and moral identity traditions. The paper introduces a conception termed a "cultural-developmental template."…
Descriptors: Cultural Differences, Psychology, Ethics, Moral Development
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Pennington, Bruce F.; Snyder, Kelly A.; Roberts, Ralph J., Jr. – Developmental Review, 2007
This commentary explains how the field of developmental cognitive neuroscience (DCN) holds the promise of a much wider interdisciplinary integration across sciences concerned with development: psychology, molecular genetics, neurobiology, and evolutionary developmental biology. First we present a brief history of DCN, including the key theoretical…
Descriptors: Genetics, Developmental Psychology, Molecular Biology, Interdisciplinary Approach
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Richmond, Jenny; Nelson, Charles A. – Developmental Review, 2007
The medial temporal lobe memory system matures relatively early and supports rudimentary declarative memory in young infants. There is considerable development, however, in the memory processes that underlie declarative memory performance during infancy. Here we consider age-related changes in encoding, retention, and retrieval in the context of…
Descriptors: Infants, Brain, Memory, Cognitive Development
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Smith, Linda B. – Developmental Review, 2005
Traditional approaches to cognitive development concentrate on the stability of cognition and explain that stability via concepts segregated from perceiving acting. A dynamic systems approach in contrast focuses on the self-organization of behavior in tasks. This article uses recent results concerning the embodiment of cognition to argue for a…
Descriptors: Cognitive Development, Perception, Systems Approach, Behavior
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Riniolo, Todd C.; Schmidt, Louis A. – Developmental Review, 2006
Although thermal conditions influence the development of living organisms in a wide variety of ways, this topic has been recently ignored in humans. This paper reintroduces thermal conditions as a topic of importance for developmentalists by presenting an example of how thermal conditions are hypothesized to influence a particular developmental…
Descriptors: Heat, Cognitive Development, Environmental Influences, Climate
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Williams, Wendy M. – Developmental Review, 2002
Introduces this special issue topic by asserting that empirically powerful and theoretically guided educational research needs to be designed with the teacher in mind. Provides rationale for research focus on real-world knowledge and reasoning, and reasons for selecting research projects on inductive reasoning, mathematical reasoning, map skills,…
Descriptors: Children, Cognitive Development, Educational Practices, Knowledge Level
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van Geert, Paul; Steenbeek, Henderien – Developmental Review, 2005
The basic properties of a dynamic systems approach of development are illustrated by contrasting two simple equations. One equation is characteristic of dynamic systems models. The other refers to what, for the sake of simplicity, is referred to as the standard developmental approach. We give illustrations from cognitive, language and social…
Descriptors: Systems Approach, Mathematical Models, Developmental Psychology, Comparative Analysis