While AI has become more prevalent in our society than ever, many young learners are found holding various naive, erroneous conceptions of AI due to the influence of their technology and media environments. To address this issue, this study seeks to propose a novel pedagogical solution to improve upper-elementary school students' scientific…

This article presents a review of the "Process Assessment of the Learner-Second Edition" (PAL-II), an individual or group-administered instrument designed to assess the cognitive processes involved in academic tasks in kindergarten through sixth grade. The instrument allows the examiner to identify reasons for underachievement and…

The purpose of the present study was to examine whether learning in 10-year-old children--that is, the age group for which the Chiviacowsky et al. (2006) study found benefits of self-controlled knowledge of results (KR)--would differ depending on the frequency of feedback they chose. The authors surmised that a relatively high feedback frequency…

High among the many purposes of education is the conjecture that higher-levels of cognitive activity are important to learning and intellectual development. One of the most exciting educational implications is the leverage that one may expect by enhancing learning at the cognitive and metacognitive levels. Despite the relatively rich history in…

This study was designed to address two issues: "At what age do children spontaneously use a cumulative rehearsal strategy?" and "What effect does the use of the strategy have on their performance?" The subjects, 28 children at each of five grade levels (nursery, kindergarten, first, third, and fifth), were tested in a serial-position recall task.…

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

A group of 73 normal children (ages 8 to 10) was compared to 49 age-matched developmentally dyslexic children of average intelligence on the California Verbal Learning Test for Children (CVLT-C), to determine if reading disability was associated with impaired verbal memory. Dyslexics differed significantly from controls on 9 of the 12 CVLT-C…

Studies of human information processing have identified two basic ways people process information. Sequential learning solves problems by arranging small amounts of information in consecutive and linear order. Simultaneous processors solve problems by integrating and synthesizing parallel pieces of information at the same time. This study…

This study presents evidence to substantiate the hypothesis that an important relationship exists between prior knowledge and resulting cognitive structure subsequent to instruction; and thus that relevant existing cognitive structure is an important variable affecting learning. The subjects were 126 first-grade students. Relevant existing…

Three experiments were conducted to determine the effectiveness of verbal and imaginal rehearsal strategies in children's discrimination learning. With verbal materials, imaging the referent of the correct item was more facilitative than vocalizing the correct item, as long as the former strategy was defined in a manner conducive to effective…

The research program described in this paper is an attempt to apply the integrated fundamental research efforts of the Center to a specific area of the elementary school curriculum, environmental education. The goals of the research program are to provide: (1) new knowledge about the interrelation of process, learning variables, and individual…

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

Results indicate that subjects are not able to work within a closed abstract system before they have attained the capacity for formal-operational reasoning. (RB)

Three experiments demonstrated (1) habituation and long-term retention of habituation to a tone stimulus in third-grade children, (2) specificity of habituation to an auditory stimulus in first- but not fifth-grade children, and (3) specificity of habituation in fifth-grade children in response suppression when a cross-modality stimulus change was…