In this paper we consider the perceptual and conceptual contributions that shape early word learning, using research on the "shape bias" as a case in point. In our view, conceptual, linguistic, social-pragmatic, and perceptual sources of information influence one another powerfully and continuously in the service of word learning throughout…

BOTH COGNITIVELY-ORIENTED AND RESPONSE-ORIENTED THEORIES OF PERCEPTUAL LEARNING ARE DISCUSSED AND CONTRASTED WITH A STIMULUS-ORIENTED THEORY. PERCEPTUAL LEARNING IS DEFINED AS AN INCREASE IN SPECIFICITY OF DISCRIMINATION OF THE STIMULUS INPUT. THE AUTHOR DESCRIBED WHAT IS LEARNED IN PERCEPUTAL LEARNING AS () THE DISTINCTIVE FEATURES OF THINGS, (2)…

All contemporary learning theorists agree on the advantages of involving students in authentic problem-solving activities in both in-school and out-of-school contexts. Approaches which use real-world problems as learning tools fit well with: (1) the strategy-based, performance model advanced by information processors; (2) the impasse or…

The concept of consciousness played a central role in Vygotsky's research and theory. Unfortunately, with the advent of behaviorism, consciousness fell into disfavor. One of the major obstacles in studying consciousness is that there is no single acceptable definition of the term. Various researchers have dealt with five different aspects of…

Describes two experiments that examined the effects of quantity and depth of processing on elementary school children's time perception. (HOD)

Discusses hypotheses suggested for consideration by those black educators and parents who are involved in the educational process with the black child; these hypotheses are based on extensive clinical investigation and research. It is contended that black independent schools are facing the same complex problem that has plagued Western…

Experiments on the cognitive and perceptual development of three- to seven-year-old Soviet children are described, especially the work of L. A. Venger, N. N. Poddyakov, and D. B. El'Konin. Visual-action and visual-image thinking are illustrated. (GDC)

This collection contains lessons in 4 subjects related to learning: (1) visual perception; (2) learning; (3) cognitive growth; and (4) moral development. Activities dominate each lesson and students are expected to do some experimentation outside the classroom. Each of the 20 lessons presents: (1) a synopsis; (2) objectives; (3) necessary…

This 27-item bibliography represents the variety of articles added to the ERIC database from 1983 through 1988 on left-brain/right-brain research, theory, and application as it relates to classroom incorporation. Included are conflicting opinions as to the usefulness of left-brain/right-brain studies and their application in the learning…

This study focuses on the semantic development of individual lexical items, as viewed from a semantic features perspective. It involves four narrow semantic domains, a sample of elementary school-children and their teachers, and two native language groups, English and Spanish. Semantic development is studied through the process of equivalence…

The purpose of this paper was to relate Jean Piaget's stages of the learning process to the developmental aspects involved in reading comprehension. The need to correlate the developmental stage of the child's mind with the right types of activities was stressed. When a child has succeeded in the task of relating knowledge and affect to language…

This manual in Italian provides a basic theory of reading and writing instruction for kindergarten and first grade teachers working in a bilingual setting. Reading and writing are seen as instruments of communication incorporating psychomotor, perceptual, conceptual, and logical skills. The manual covers the following areas: (1) the development of…