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Gopnik, Alison; Meltzoff, Andrew N. – Child Development, 1986
Compares two types of semantic development (the acquisition of disappearance words and success-failure words) to performance on two types of cognitive tasks (object-permanence and means-ends tasks) among infants. (HOD)
Descriptors: Child Development, Cognitive Development, Concept Formation, Developmental Stages
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Portes, P. R. – Journal of Research and Development in Education, 1985
The purpose of this paper is to familiarize readers with Vygotsky's theory on verbal regulation of thinking skills, to describe related research and applications of the theory, and to explore its relevance for researchers, parents, and educators. (MT)
Descriptors: Cognitive Development, Cognitive Structures, Developmental Stages, Early Childhood Education
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Manning, Maryann; And Others – Journal of Research in Childhood Education, 1993
Examined children's notions about segments of written sentences. Subjects watched a sentence being written and listened to it being read. The interviewer then asked questions about each word--whether or not it was written and, if so, where. Found that children used word order before phonics to figure out what was written in each segment of the…
Descriptors: Cognitive Development, Developmental Stages, Emergent Literacy, Literacy
Hale, Judy A. – 1996
The primary purpose of this study was to investigate how children's responses to literature can help develop literacy. The subjects were 15 first-grade students at Overstreet Elementary School in Starkville (Mississippi). Two school observations were carried out prior to the collection of data on individual students. Case studies were conducted…
Descriptors: Case Studies, Childrens Art, Childrens Literature, Cognitive Development
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Berk, Laura E. – Developmental Psychology, 1986
Observes 75 first- and third-grade children in their classroom mathematics seatwork to test assumptions drawn from Vygotsky's theory about the development of private speech and its relationship to task performance, attention, and motor behaviors accompanying task orientation. (HOD)
Descriptors: Attention Control, Children, Cognitive Development, Developmental Stages
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Biemiller, Andrew; Meichenbaum, Donald – 1992
This paper discusses how the role of instructors changes as young learners advance along a mastery continuum, or a process of transition from an initial novice to an eventual expert status in the learning of a skill. Four stages along this continuum are: (1) acquisition, in which the learner does not know the task; (2) early consolidation, in…
Descriptors: Cognitive Ability, Cognitive Development, Developmental Stages, Elementary Education
Quasthoff, Uta M. – 1983
Discourse and conversational analysis methods were used in a qualitative reconstruction of one aspect of the regularities in the way 61 children "do" personal reference. Of particular interest was the development of two reference forms: minimization--preference for simple (one word) forms, or recipient design--reference forms indicating…
Descriptors: Age Differences, Child Language, Cognitive Development, Developmental Stages
Ferguson, Charles A.; Macken, Marlys A. – 1980
Sound play is important to child language development in that it contributes to the phonetic substrate, it is a factor in phonological development, and it is something to be learned as part of the socially acceptable use of language. Sound play progresses in three stages: (1) babbling, in which a gradual acquisition of phonetic units is built up…
Descriptors: Child Language, Cognitive Development, Cognitive Style, Creative Thinking
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Durand, C. – International Journal of Early Childhood, 1997
Summarizes progressions between 2 and 6 years of age in children's power of concentration, ability to express ideas, build logical relationships, structure spoken words, and play with the semantic, phonetic, syntactical, and morphological aspects of oral language. Notes that the progression depends on the educator's interaction with the child.…
Descriptors: Attention Span, Cognitive Development, Developmental Stages, Early Childhood Education
Atkinson, Christine – 1983
In all of his published work, Jean Piaget never abandoned his original theoretical framework for the understanding of human development. This framework insists that intelligence is essentially a biological phenomenon; its development is best understood as the development of a sophisticated and highly successful adaptation device. This device…
Descriptors: Behavior Development, Child Development, Cognitive Development, Developmental Psychology