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Direct linkBlote, Anke W.; Van Otterloo, Sandra G.; Stevenson, Claire E.; Veenman, Marcel V. J. – British Journal of Developmental Psychology, 2004
This study investigated the development of the many-to-one counting strategy in 4- year-old children. In the first experiment, 52 children participated. Their development with respect to two kinds of tasks, a hidden-items task and a needed-items task, was studied over four sessions. Children (n = 28) who accurately used the many-to-one strategy in…
Descriptors: Children, Investigations, Computation, Learning Strategies
Peer reviewedBelmont, John M. – American Psychologist, 1989
Recent developmental studies have focused on children's learning strategies and on the socio-instructional dynamics that foster strategic learning. Discusses Vygotsky's concept of the zone of proximal development in the context of traditional cognitive strategies research and in terms of its practical applications. (Author/BJV)
Descriptors: Child Development, Child Psychology, Children, Developmental Psychology
Peer reviewedBest, Deborah L.; Ornstein, Peter A. – Developmental Psychology, 1986
Using a series of alternating sort/recall trials, this study explored whether elementary school children's experience with categorically related items would facilitate their subsequent organization and recall of low-associated items. (Author/DR)
Descriptors: Children, Classification, Cross Age Teaching, Developmental Psychology
Peer reviewedMareschal, Denis; Shultz, Thomas R. – Cognitive Development, 1996
Presents a computational framework for modeling cognitive development that provides a language paradigm with which to compare and contrast different facets of children's knowledge. Describes the generative connectionist algorithm "cascade-correlation," the successful use of the algorithm to model cognitive development in various…
Descriptors: Algorithms, Children, Cognitive Development, Cognitive Measurement
