This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A…

The present study examines 5- to 8-year-old children's relation reasoning in solving matrix completion tasks. This study incorporates a componential analysis, an eye-tracking method, and a microgenetic approach, which together allow an investigation of the cognitive processing strategies involved in the development and learning of children's…

To provide further generalizability for the results garnered by two previous studies, the authors conducted a methodological replication. In addition to adding to the body of replication research done with gifted students, the purpose of this study was to examine perfectionism differences among gifted adolescents in regards to gender, birth order,…

Examined the likelihood of changes in various parts of children's drawings of people when the children were asked to represent action. (Author/JMB)

Children of ages 5 and 8 years were given one of three learning tasks: a component selection problem, in which the two components of the stimuli were redundant and could both serve as functional cues, and two incidental learning tasks, in which one stimulus component was task-relevant and the other was incidental. Results suggest a developmental…

A component analysis was used to assess the performance of 6-,9-, and 12 year-old children who heard a 36-word list and tried to recall it on two successive trials. (ST)

This paper presents a study of age differences in children's plan interpretations, interpretations of the interrelationship between actions, goals and outcomes. It is suggested that developmental differences exist which affect children's ability to recognize the necessity for internal and external consistency before labeling behaviors as…