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Apoorva Shivaram – ProQuest LLC, 2024
Science, Technology, Engineering, and Math (STEM) education is essential to the economic growth, health, and progress of the modern world. One cognitive ability that underpins thinking and learning in STEM, as well as other disciplines, is relational ability. This ability to spot common relations shared by different objects, events, ideas, or…
Descriptors: Infants, Young Children, STEM Education, Thinking Skills
Jeffrey M. Cornwall – ProQuest LLC, 2022
In the elementary school, children's learning, thinking, making and doing are usually regarded through universalizing and progression-based accounts particularly from child development. Further, within these developmental frames, learning is often considered as a cognitive process that occurs solely within the conscious mind. In this dissertation,…
Descriptors: Longitudinal Studies, General Education, Grade 3, Elementary School Students
Caitlin Richter – ProQuest LLC, 2021
This dissertation develops a cognitive model describing when children learn to group distinct sound segments (allophones) into abstract equivalence classes (phonemes). The allophones an individual acquires are arbitrary and determined by their particular input, yet are intricately involved in language cognition once learned. The proposed…
Descriptors: Child Development, Phonemes, Cognitive Processes, Phonology
Danielle Dalgin-Cohen – ProQuest LLC, 2023
Trauma can have deep impacts on children and the development of their frontal lobe. It is within the frontal lobe that executive functioning skills such as time management, work completion, and organization of materials are housed (De Bellis & Zisk, 2014; Kavanaugh et al., 2016). Symptoms outlined as executive functions are those that are also…
Descriptors: Trauma, Early Experience, High School Students, Attention Deficit Hyperactivity Disorder
Dudley, Rachel – ProQuest LLC, 2017
This dissertation focuses on when and how children learn about the meanings of the propositional attitude" verbs know" and "think". "Know" and "think" both express belief. But they differ in their veridicality: "think" is non-veridical and can report a false belief; but "know" can only…
Descriptors: Beliefs, Cognitive Processes, Child Development, Verbs
Christy Marie Seidel – ProQuest LLC, 2013
The purpose of this body of work was to gain a clearer understanding of the potential cognitive factors that may contribute to Specific Language Impairment (SLI). This study attempted to simulate a performance profile of SLI in typically developing children within a grammaticality judgment task, featuring structures historically difficult (third…
Descriptors: Language Impairments, Cognitive Processes, Child Development, Difficulty Level
Bickart, John – ProQuest LLC, 2013
U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found…
Descriptors: Childhood Attitudes, Epistemology, Beliefs, Piagetian Theory
Quong, Jennifer – ProQuest LLC, 2012
The educational landscape of higher education is shifting to include more online education courses. This shift has produced successes and struggles for instructors and undergraduates. The purpose of this study was to explore child development instructors' and undergraduates' perspectives and experiences in online education through the…
Descriptors: Child Development Specialists, Child Development, Online Courses, Electronic Learning
Gilutz, Shuli – ProQuest LLC, 2009
This study looks at the relationship between age, technology experience, and design factors in determining young children's comprehension of novel digital interfaces. In Experiment 1, 35 preschoolers played three games that varied in complexity and familiarity. Parental questionnaires were used to assess children's previous technology experience.…
Descriptors: Familiarity, Young Children, Interaction, Educational Technology