The relations between the developing mind and developing brain are explored. We outline a theory of intellectual development postulating that the mind comprises four systems of processes (domain-specific, attention and working memory, reasoning, and cognizance) developing in four cycles (episodic, realistic, rule-based, and principle-based…

Spatial scaling is an important prerequisite for many spatial tasks and involves an understanding of how distances in different-sized spaces correspond. Previous studies have found evidence for such an understanding in preschoolers; however, the mental processes involved remain unclear. In the present study, we investigated whether children and…

The representation of numerical and non-numerical ordered sequences was investigated in children from preschool to grade 3. The child's conception of how sequence items map onto a spatial scale was tested using the Number-to-Position task (Siegler & Opfer, 2003) and new variants of the task designed to probe the representation of the alphabet…

Age-related differences (9- to 15-year-olds) in the neural correlates of mapping from phonology to orthography were examined with functional magnetic resonance imaging (fMRI). Participants were asked to determine if two spoken words had the same spelling for the rime (corresponding letters after the first consonant or consonant cluster). Some of…

Cognitive development is driven by experience, but is mediated by domain general processes, which include learning, induction, and analogy. The concepts children understand, and the strategies they develop based on that understanding, depend on the complexity of the representation they can construct. Conceptual complexity can be defined in terms…

This document presents hypotheses about how much understanding a user needs to perform skillfully using a computer or a computer program. A framework for characterizing user understanding is presented which includes three criteria for evaluating the representation generated during problem solving: (1) internal coherence--whether the components of…

Examined the role of the psychological process of comparison in young children's ability to extend a novel adjective to other objects sharing a salient property whether objects are of the same or different basic-level categories. Found that comparison operates in conjunction with naming to support extension of novel adjectives to properties of…

The ability of tenth grade plane geometry students to structure concepts and relationships from a geometry unit on ratio, proportion and similarity was tested. Analysis of cognitive "maps" of the structural relationships possessed by twenty concrete and twenty formal subjects indicated that formal operational subjects structure subject…

New conceptions of learning, analogy, and capacity have fundamentally changed scientists' view of cognitive development. New conceptions of learning help to explain how representations of the world are acquired. New models of analogical reasoning have suggested that logical inferences are often made by mapping a problem into a mental model, or…

Illustrates how one can discover structure in mental abilities where none was obvious. Reports that two classes of processes are used to form images. Indicates that imagery is carried out by multiple processes, not all of which are implemented equally effectively in the same part of the brain. (RT)

Discusses a study of students' conceptualizations and misconceptions of how objects sink and float. Results showed little difference in the levels of understanding of the "sink and float" concepts by groups ranging from primary age to college. As age increased, terminology used by students varied, and misuse of terms increased. (TW)

Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)

Given the current and widespread practical interest in mathematical understanding, particularly with respect to higher order thinking skills, curriculum reform advocates in many countries cite the need for teaching mathematics with understanding. However, the characterization of understanding in ways that highlight its growth, as well as the…