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Chavez, Luisa C. – 1980
This paper suggests that language study focus its attention more on the pedagogical needs of educators by offering them a more comprehensive dialectical and unifying theory of language development that could then present the process as a holistic endeavor instead of as a set of separate linguistic acquisitions. Specifically, it suggests the use…
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Concept Formation
Downing, John – Res Teach Engl, 1970
Reports research which reveals the difficulty children have in understanding (1) the real purpose of written language and (2) the abstract, technical vocabulary of language study and reading. (SW)
Descriptors: Children, Cognitive Development, Comprehension, Concept Formation
Pascual-Leone, Juan; Smith, June – J Exp Child Psychol, 1969
"A new sort of concept attainment or decoding-encoding experimental paradigm based on the model is developed and an experiment on 5-, 7-, and 9-year-olds is reported. (Author)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Information Processing
Ingison, Linda J. – 1973
Four hundred students, ranging from 5 to 15 years of age, were administered a series of tests of concept learning and development as a test of the Conceptual Learning and Development (CLD) model. Various levels of attainment of the concept of "equilateral triangle" were measured. The CLD model predicts that a decreasing number of students at a…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Elementary School Students

Dimcovic, N.; Tobin, M. J. – Journal of Visual Impairment & Blindness, 1995
Verbal and figurative classification tasks were presented to 30 blind and 30 sighted children (ages 6 to 11). Although younger blind children were significantly less efficient on tasks, older ones reached or were close to the level of their sighted peers. Analysis illustrates how the blind children adjusted their conceptual knowledge to their…
Descriptors: Age Differences, Blindness, Children, Classification

Smith, Cheryl A.; Sachs, Jacqueline – Applied Psycholinguistics, 1990
Twenty-four 12- to 19-month-old children were studied to examine the cognitive basis for the emergence of verbs. Substantial increases in verb comprehension across contexts, abstract cognition, and the ability to engage in symbolic action were observed, suggesting a relationship between underlying cognitive development and increased verb…
Descriptors: Abstract Reasoning, Cognitive Development, Concept Formation, Language Acquisition
Shaver, Judy C.; Wise, Beth S. – 1988
This paper reports on a study which was designed to teach language skills and concepts to kindergarten children who had entered school with serious language deficiencies. The study's objectives were to: (1) provide the opportunity for interaction between child and adult; (2) encourage the development of concepts through concrete experiences,…
Descriptors: Academic Achievement, Adult Child Relationship, Cognitive Development, Concept Formation

Postman, Neil – ETC: A Review of General Semantics, 1980
Observes that the improvement of reading scores is not a legitimate educational goal, notes that reading abilities are inseparable from other modes of linguistic expression, and proposes many types of activities for teaching language in a context involving increasing knowledge of the uses of language in different subjects. (GT)
Descriptors: Cognitive Development, Concept Formation, Definitions, Educational Objectives
Valentine, Carol; And Others – 1985
In an effort to describe the linguistic relational categories used by elementary school children, 75 children in grades one through six were asked to complete a puzzle by placing each of three identical triangles on a drawing of a fish, one on the dorsal, one on the ventral, and one on the tail. A piece of Velcro was attached to the back of two…
Descriptors: Age Differences, Cognitive Development, Communication Research, Concept Formation
Horton, Marjorie S.; Markman, Ellen M. – 1978
Forty-eight nursery school and kindergarten children participated in a study of concept learning. The study focused on children's use of intensional and extensional information in the acquisition of basic and superordinate categories. The intension of a concept is its definition or set of defining attributes; its extension is the set of all…
Descriptors: Cognitive Development, Cognitive Processes, Communication Skills, Concept Formation
Rivers, Wilga M. – 1972
It is hypothesized that free, spontaneous interaction cannot be easily attained in language courses which are rigid and mechanical. For this reason, the author urges the development of instructional materials which facilitate a smooth and natural transition from "skill-getting" to "skill-using." Discussion of Jerome Bruner's theory of language…
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Language Fluency
Çaglar, Mehmet – Turkish Online Journal of Educational Technology - TOJET, 2003
If we are to say that mathematics deals only with numbers, then the assumption that having mathematics without language will undoubtedly be correct. To some extent this assumption is true but the main point that needs attention at this stage is how would it be ever possible to talk about mathematics without language. Language is the means of…
Descriptors: Mathematics, Mathematics Instruction, Problem Solving, Language Skills
Waterhouse, Lynn H.; And Others – 1980
The relationship between children's language and their knowledge of the various features of their language and their reading is examined from the perspective of several prominent theories about the link between thought and language. The first chapter contrasts features of five significant contemporary theories of language and thought--the Russian,…
Descriptors: Cognitive Development, Concept Formation, Developmental Psychology, Developmental Stages

Miller, Diane – Arithmetic Teacher, 1993
Focuses on the language used in mathematics instruction and the ways in which teachers assist students in constructing the formal language of mathematics. Strategies to help students connect vocabulary with mathematical concepts include using teacher modeling, writing, cooperative learning, and having students define words in their own language.…
Descriptors: Cognitive Development, Concept Formation, Cooperative Learning, Definitions
Sachs, Jacqueline – 1978
In any successful conversation, a speaker must select both what is said and how it is said on the basis of various estimates of the listener's abilities, knowledge and interests. Most research on linguistic input to children has focused on the tendency of speakers to simplify their speech for the younger listener. Little attention has been paid to…
Descriptors: Child Language, Cognitive Development, Concept Formation, Discourse Analysis
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