This integrative text spotlights what educators need to know about children's cognitive development across grade levels (PreK-12) and content areas. The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of…

Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and…

Moral and conventional violations are usually judged differently: Only moral violations are treated as independent of social rules. To investigate the cognitive processing involved in the development of this distinction, undergraduates (N = 34), adolescents (N = 34), and children (N = 14) read scenarios presented on a computer that had 1 of 3…

This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM) in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget. The author then ties each of the stages to developmentally appropriate mathematics instruction. The implications in terms of not imposing…

Relationships between intellectual giftedness and performance within Piagetian stages of 673 gifted students (10-16 years old) were investigated. Results showed that intellectually superior children out- performed children of normal ability at all age levels. Intellectually superior Ss out-performed bright-normal Ss at lower ages, but no…

When 48 first-, fourth-, and seventh-grade boys (classified as high, moderate, or low on an expectancy of success measure) were given a repetition choice task, a developmental trend in number of children choosing the interrupted task was found. When the task's difficulty level was matched to the child's grade, the trend was not found. (Author/JH)

The cognitive development of 125 gifted 10-to 15-year-old students was compared to that of 98 normal Ss. Results supported the invariance of stage progression but revealed that gifted Ss progress more quickly and demonstrate earlier transition to succeeding developmental stages. (CL)

Examined how college-age adults and 8-, 11-, and 13-year-olds retrieve semantic information from long-term memory. Closely comparable results were obtained across ages. This developmental similarity is discussed in relation to developmental differences in the use of semantic information in other cognitive tasks. (JMB)

A sample of 80 females in grades 6, 8, 10, and 12 were presented with 10 of the Piagetian formal operations tasks. Analyses of the data indicated that as grade increased, mean scores on the 10 tasks also increased. (Author/JMB)

An alternating sort-recall procedure was used in three experiments to train third-, fifth-, and seventh-grade students in the use of organizational techniques as memory aids. (Author/JMB)

A study of 240 students in grades 4-10 found that fourth graders performed well on a proverb comprehension task involving contextual information, refuting earlier findings that preadolescents interpret proverbs literally. Performance was found to improve steadily through grade eight and was correlated to performance on a perceptual analogical…

A series of three experiments was conducted to verify the hypothesis that age differences in paired-associate learning proficiency across adolescence stem from the development of increasing eleaborative propensity. (Author/JMB)

A study involving 23 blind students (6-12 years old) revealed that age at onset of blindness did not appear to be critical in mastery of space concepts. One-third of the Ss exhibited atypical spatial development, g mastering relative positions of left and right before mirror-image orientation. (Author/CL)

Age and cognitive developmental level were used as independent variables in order to assess their relative effects on the number and kinds of self-referent constructs used by children and adolescents. Fifty-four 8-year-olds, sixty-four 12-year-olds, and forty-six 16-year-olds were recruited from their respective third, seventh, and eleventh grades…