When presented with a claim that contradicts their intuitions, do children seize opportunities to empirically verify such claims or do they simply acquiesce to what they have been told? To answer this question, we conducted a replication of Ronfard et al. (conducted in the People's Republic of China) in two countries with distinct religious and…

Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students' understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review…

Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the college experiences and cognitive outcomes of non-native English speaking (NNES) students. After an extensive control of precollege and college level influences, results indicate that NNES students had a lower level of participation in collaborative…

Understanding gender differences in human cognitive development may contribute to understanding the gender differences in outcomes in cognitive ageing. However, evaluation of this topic has been hindered by a lack of representative, longitudinal data from different aged cohorts measured on the same cognitive tests. Gender differences in cognitive…

In this article, it is argued that it makes sense to define and distinguish three levels of human intelligence: intelligence as genotypical potential, intelligence as actualised in environmental interaction, and intelligence as measured by tests (IQ). This raises the questions of what is meant by the term "intelligence as potential", and…

This systematic review and meta-analysis examined the effectiveness of parent-infant interventions for parents of preterm infants on parental sensitivity compared to standard care or active comparators. This review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and was prospectively registered in…

Executive function skills constitute an important basis for learning and adaptation in early childhood. The executive function skills can easily improve in children who uses good practices in preschool. These skills are especially important because they help children overcome all complex tasks required to manage themselves. The aim of the present…

A full description of how a STEM protocol model can be an effective and comprehensive implementation of a complete initiative program. A discussion of the factors affecting student comprehension, progress, and cognitive development is made. A historical discussion of STEM policy and programs is included, as is an assessment program in the context…

This qualitative phenomenological study examines special education teachers' perspectives to understand how virtual learning environments can support, through social-emotional interactions, the cognitive development of students with low-incident disabilities in a homebound setting. For this study, which was based on Vygotsky's sociocultural theory…

Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment…

This brief focuses on Head Start children's developmental progress and kindergarten experiences, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). The focal population is children who entered Head Start for the first time in fall 2009, completed one or two years of the program, and were…

This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was…

Children are intrigued by moving objects, even more so when they can engineer the movement. This volume in the STEM for Our Youngest Learners Series uses Ramps and Pathways as a context to provide children ages 3-8 with opportunities to engage in STEM every day. Ramps and Pathways is a meaningful and fun way for children to develop engineering…

Neuroscience offers insight into how we learn. Understanding how to leverage neural development pathways is of interest in teaching because the circuits in the brain respond to effective pedagogical practice; therefore, the role of the teacher is critical. Neuroscientific studies (Damasio in The feeling of what happens: body, emotion and the…

This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current…