Background: Creativity is an important ability for problem-solving in both personal life and academic learning. Few creativity studies have investigated the development of children's creativity in disadvantaged rural areas or compared the rural-urban differences through digital game-based creativity learning. Understanding such differences can…

This exploratory study set out to investigate how a group of children, who were identified as underachieving in school, constructed understandings of themselves as learners inside and outside school. Data were collected using semi-structured interviews and image-based methods with the children. Interviews were also conducted with their parents and…

In this article, I discuss children's habitually underestimated agency capabilities in school life, including their potential as political subjects. Here, I present a description and analysis of an episode that took place in 2004, at a primary school located in a working class neighbourhood of Greater Buenos Aires, Argentina. On this occasion, a…

A paired-associate learning task, with labeled pictures as stimuli and responses, was administered to a sample of fourth and fifth grade children. Sentence and imagery mediators which linked the stimulus and response terms were either provided by the experimenter or generated by the children themselves under instructions from the experimenter.…

Recognition errors of children in Grades 2, 4, and 6 were examined. Subjects learned words under intentional or incidental instructions and were tested immediately or 48 hours later. Subjects had to choose a target word from among acoustic, conceptual, associative and neutral distractors. The immediate recognition of 2nd-grade subjects was…

Discusses the How People Learn'' elective for upper elementary students at Loretto, in Kansas City, in which students experimented and discovered how they themselves learned. (NL)

The effect of audience and task difficulty on the learning and performance of forty, high-anxious, sixth-grade students was examined, with data favoring the hypothesis that a spectator reduces drive and reassures the learner. (MJB)

Results show that children with flexible styles obtained higher performances on school learning measures than children who used consistent styles. Study results suggest feasibility of identifying children who tend to use a consistent conceptual style for the purposes of prescribing instructional methods and materials. (Author/PC)

A study was conducted to explore the developmental differences in utilizing a superordinate context during learning and to examine the stability of the advantage of a superordinate context at retention across grade level. Ss were 98 students from third and fifth grade classes, who were divided approximately evenly by sex. A 2 x 2 x 2 factorial…

Examines the processing of physical and nominal features of letters by children from grades 1, 2, and 6. Examines processing strategies in relation to reading ability. (BD)

This study had as its purpose the investigation of visual-verbal presentation modes when used for instruction in different types of learning tasks with learners of differing mental abilities. Five parallel experiments were conducted, each for a different learning objective or task (identification, comparison, classification, generalization,…

Four kinds of learning are the basis for most of the discussion in this paper: direct-application learning, basic skills, background knowledge, and personal learning. (Author/CB)

The effects and interactions of 3 variables on concept learning and retention were investigated: (1) method of stimulus presentation; (2) learning process; and (3) intellectual ability. One hundred and forty-four (144) 4th graders were divided into 4 groups, each of which was further subdivided into high, middle, and low intellectual ability…

Experiment I was designed to demonstrate that young children fail to abstract the positive cue as the relevant stimulus event in a restricted concept-learning task. Sixteen kindergarten and 16 fourth grade subjects were trained to criterion on a Kendler-type task, whereupon each subject was presented a pair of new instances which contrasted only…

Kindergarten, second, and fourth grade children were asked to recall letter sequences on a task which required the use of a verbal strategy, a positional strategy, or either of the two strategies. (BD)