This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…

Young children have been taught simple sequences of alternating shapes and colors, referred to as "patterning", for the past half century in the hope that their understanding of pre-algebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children's academic achievement…

Previous studies have found that children have difficulty solving proportional reasoning problems involving discrete units until 10 to 12 years of age, but can solve parallel problems involving continuous quantities by 6 years of age. The present studies examine where children go wrong in processing proportions that involve discrete quantities. A…

Discusses a study that shows that young children were not consistently able to find the main idea in nonverbal material. Suggests that children at grade three might effectively respond to instruction in finding the main idea and that children in grade five should have little difficulty with this task. (TJ)

Forty-four 7- and 8-year-old boys were classified as having high or low concrete reasoning ability or as being in a transitional state. Findings indicated that frustrated boys exhibit regression more than nonfrustrated boys and that the extent to which they regress is dependent upon cognitive level. (GO)

Response latencies of 27 learning disabled (LD) and 27 normal control boys (8-11 years old) were compared on a picture-word interference task. Both LD and control Ss exhibited greater interference effects (longer response latencies) when naming pictures (versus naming words) and when categorizing words (versus categorizing pictures). (Author/CL)

Research reports have indicated that children's memories for pictures or events improved between early and later recall sessions in conjunction with operative growth. This study attempted to determine (1) if any intervening operative training task would increase memory improvements, and (2) if exposure to the memory stimulus per se would enhance…

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)

Changes in children's cognitive strategies for solving simple subtractions were studied by analyzing verbal reports given immediately after each problem. The development of children's cognitive processes involved a gradual shift from more primitive and less demanding memory strategies to reconstructive memory processes to retrieval processes.…

Nine experimental conditions were partitioned into three experimental designs. A total of 576 children, drawn in equal numbers from kindergarten, second, fourth and sixth grades, memorized a 32-pair list of common nouns by the study-test recognition procedure. Among the results, in the storage phase of task performance an increasing superiority of…

Discusses the role of the teacher in helping children to develop their intelligence. (MKM)

A battery of nine tests, including verbal and imaginal measures was administered to 200 first- through fifth-grade children. Results revealed that verbal processes and mental imagery developed in a curvilinear manner with parallel rates of change. (LLK)

Analysis of primary process thinking of the same children at kindergarten level and at grade four revealed that amount of primary process thinking was relatively constant with development, contrary to predictions based on psychoanalytic theory. However, drive related ideation increased and formal deviations of thought decreased in quality and type…

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)