It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the…

This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4-5-year-old children. Using an experimental pre-test-post-test paired control group design, the study sample included 60 children attending Ihsan Dogramaci Applied Nursery School (affiliated to Selcuk University, Department of Health Sciences) in…

Errors differ in degree of seriousness. We asked whether preschoolers would use the magnitude of an informant's errors to decide if that informant would be a good source of information later. Four- and 5-year-olds observed two informants incorrectly label familiar objects, but one informant's errors were closer to the correct answer than the…

Two studies with three-year-old children tested the hypothesis that, whereas errors of phenomenism predominate when children are asked about objects' real and apparent properties, errors of intellectual realism predominate when children are asked about objects' real and apparent identities. Results provided some support for the property-identity…

Purpose: The purpose of this study was to examine the relationship between the types of speech errors that are produced by children with speech-sound disorders and the children's phonological awareness skills during their prekindergarten and kindergarten years. Method: Fifty-eight children with speech-sound disorders were assessed during the…

Examined five possible rules that children might use to interpret the terms "big" and "little." Increasing consistency in rule usage appeared to be the most significant developmental progression for children between the ages of three and five with respect to these terms. (Author/RH)

When comparing rows of dots in length or number, some children used number strategies and some length strategies. After training to correct missed items, errors were made on previously correct items. These findings are interpreted with reference to the distinction between having a dimensional strategy and attaching it to appropriate situations.…

Computer usage by preschool children differing in cognitive tempo was explored. Cognitive tempo refers to a child's tendency to respond slowly or rapidly in a problem-solving situation which has high uncertainty. The Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP) was administered to 13 children enrolled in a prekindergarten class at…

Strategies young children used to correct errors in nesting seriated cups changed substantially with age, becoming increasingly more flexible and involving more extensive restructuring of the relationships among the cups. The same trend toward increasing flexibility of thought and action also appeared in procedures children used to combine the…

The purpose of this study was to examine the division procedures of preschool children to determine whether such procedures involved one-to-one correspondence. Large and small numerosity trials were included so that the amount of effort and ease of using other procedures would vary. Odd and even number trials were included to determine whether…

Preschool children copied peg locations with standardized comparison pegboards aligned horizontally and diagonally and with three levels of pegboard complexity. Error patterns varied with type of alignment and display complexity. Results failed to support Bryant's hypothesis that mirror image confusions are no more frequent than other in-line…

An articulation screening procedure that considered the phonological content of the child's error was compared to a procedure that treated all errors as equally important with 333 preschool children. Predicting eventual therapy placement was more accurate when only selected errors were used. (Author/DB)

Examined preschool children's recall of deictic verbs of motion presented within stories either consistently or inconsistently with the protagonist's viewpoint. Found that 3- and 4-year-olds accurately recalled verbs of motion (come, go, bring, take) that were consistent with the protagonist's viewpoint but made substitution errors of…

Explores 96 preschool children's utilization of complementary and taxonomic relations under varying task demands. Results indicated that, as task demands increased, (1) complementary intrusions produced systematic error in the taxonomic condition and (2) performance decreased in both conditions. Complementary pairs were maintained at progressively…

Examined were the effects of four teachers' use of a data-based behaviorally oriented planning technique on the verbal labeling performance of eight developmentally delayed children (2-5 years old). Teachers were introduced to a 10-tactic planning technique that included behaviors ranging from simply counting the number of correct and incorrect…