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Zohar, Anat – International Journal of Lifelong Education, 2023
The aim of this study is to examine what learning capabilities and ways of learning may be possible for women in their third age. The study addresses cognitive aspects of real-life learning of older women who are experienced learners. Semi-structured interviews were conducted with 19 women aged between 60 and 81 who hold either a PhD or a MA.…
Descriptors: Females, Older Adults, Masters Degrees, Doctoral Degrees
Jones, Jonathan S.; Astle, Duncan E. – Developmental Science, 2022
Functional connectivity within and between Intrinsic Connectivity Networks (ICNs) transforms over development and is thought to support high order cognitive functions. But how variable is this process, and does it diverge with altered cognitive development? We investigated age-related changes in integration and segregation within and between ICNs…
Descriptors: At Risk Persons, Children, Adolescents, Cognitive Development
Blanco, Nathaniel J.; Sloutsky, Vladimir M. – Developmental Psychology, 2019
Previous research has shown that when learning categories, adults and young children allocate attention differently. Adults tend to attend selectively, focusing primarily on the most relevant information, whereas young children tend to distribute their attention broadly. Although selective attention is useful in many situations, it also has costs.…
Descriptors: Young Children, Adults, Attention, Classification
Bozkurt, Gulay – Journal of Education and Practice, 2017
This article examines the literature associated with social constructivism. It discusses whether social constructivism succeeds in reconciling individual cognition with social teaching and learning practices. After reviewing the meaning of individual cognition and social constructivism, two views--Piaget and Vygotsky's--accounting for learning…
Descriptors: Constructivism (Learning), Mathematics Education, Cognitive Processes, Learning
Elsbeth Stern – npj Science of Learning, 2017
To the best of our knowledge, the genetic foundations that guide human brain development have not changed fundamentally during the past 50,000 years. However, because of their cognitive potential, humans have changed the world tremendously in the past centuries. They have invented technical devices, institutions that regulate cooperation and…
Descriptors: Literature Reviews, Cognitive Ability, Cognitive Development, Cognitive Psychology
Halford, Graeme S.; Andrews, Glenda; Wilson, William H.; Phillips, Steven – Cognitive Development, 2012
Acquisition of relational knowledge is a core process in cognitive development. Relational knowledge is dynamic and flexible, entails structure-consistent mappings between representations, has properties of compositionality and systematicity, and depends on binding in working memory. We review three types of computational models relevant to…
Descriptors: Computation, Models, Cognitive Development, Cognitive Processes
Scheibehenne, Benjamin; Rieskamp, Jorg; Wagenmakers, Eric-Jan – Psychological Review, 2013
Many theories of human cognition postulate that people are equipped with a repertoire of strategies to solve the tasks they face. This theoretical framework of a cognitive toolbox provides a plausible account of intra- and interindividual differences in human behavior. Unfortunately, it is often unclear how to rigorously test the toolbox…
Descriptors: Cognitive Processes, Behavior, Models, Bayesian Statistics
Groff, Jennifer S. – Harvard Educational Review, 2013
In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this…
Descriptors: Art Education, Neurosciences, Cognitive Science, Multiple Intelligences
Parsons, Ronald J. – 1970
The problem investigated was the relationship between cognitive category width and certain other cognitive and perceptual variables, with the intent of gaining additional insight into the effect which individual differences in cognitive conceptualization exert on certain other behaviors. Cognitive category width, defined as the score obtained on…
Descriptors: Cognitive Development, Cognitive Processes, Learning, Sex Differences
Lewis, William Roedolph – 1972
School size, age and sex of students as related to scores on the six Piagetian Developmental Thought Processes Tasks were investigated. Five hundred seventy-four students from seventh through twelfth grades were randomly selected from 25 different schools classified as small, medium, or large. Data were treated through factorial analysis of…
Descriptors: Cognitive Development, Cognitive Processes, Developmental Tasks, Doctoral Dissertations

Abeles, Francine; Zoll, Edward J. – School Science and Mathematics, 1971
Descriptors: Cognitive Development, Cognitive Processes, Elementary School Mathematics, Learning

Kendler, Howard H. – Merrill-Palmer Quarterly, 1981
Challenges assumptions made by Sigel that change is a measure of progress, that Piaget's theory was a major factor in the "cognitive revolution," and that cognitive psychology and behaviorism are necessarily opposing positions. (Author/RH)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Developmental Psychology

Sigel, Irving E. – Merrill-Palmer Quarterly, 1981
Sigel replies that Kendler's reactions to his article appear more appropriate to psychology as a field rather than to developmental psychology, in particular, since the 1970s. (Author)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Developmental Psychology

Roediger, Henry L., III – American Psychologist, 1990
Reviews recent research on retention that is demonstrated without conscious recollection, such as the ability to tie shoelaces or drive a car. Suggests that future research in this field may have implications for such educational issues as the transfer of training and the carryover of abstract classroom learning to problems in other contexts. (EVL)
Descriptors: Cognitive Development, Cognitive Processes, Learning, Problem Solving

Bart, W. M.; Smith, M. B. – Human Development, 1974
A precise formulation of both cognitive structure and its related theory is provided through use of the mathematical theory of categories. Weaknesses and imprecision in cognitive theory are identified. Using category theory, cognitive structure and related Piagetian theoretic terms are precisely defined and some interrelationships are discussed.…
Descriptors: Classification, Cognitive Development, Cognitive Processes, Definitions