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Nunes, Terezinha; And Others – Cognition and Instruction, 1995
Suggests that adequate conceptions of children's measurement processes should take into account social and cognitive learning. Contends that progress in children's performance in measurement depends on learning in both areas. Reports significant findings from two studies designed to test the effects of intersubjectivity, or the social dimension,…
Descriptors: Cognitive Development, Learning Processes, Measurement, Social Development
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Sherin, Bruce L. – Cognition and Instruction, 2001
Analyzed a corpus of videotapes in which university students solved physics problems to determine how students learn to understand a physics equation. Found that students learn to understand physics equations in terms of a vocabulary of elements called symbolic forms, each associating a simple conceptual schema with a pattern of symbols. Findings…
Descriptors: Cognitive Development, Educational Practices, Learning Processes, Physics
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Das-Smaal, Edith; And Others – Cognition and Instruction, 1996
Investigated whether Frederiksen and others (1985) multiletter recognition program improved speed, accuracy, and recognition of multiletter units. Found increased perceptual coding skills for 9- and 10-year olds in the training group compared to those in the control group. Results suggest that future research should focus on generalization of…
Descriptors: Cognitive Development, Cognitive Style, Learning Processes, Program Effectiveness
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Nuthall, Graham – Cognition and Instruction, 2000
Examined how elementary school students remember what they learn and how they learn in science and social studies. Found that students used long-term working memory for sorting, interpreting, and integrating representations of classroom experiences as they acquired knowledge and skills. Recollection 12 months later replaced details with inferences…
Descriptors: Cognitive Development, Elementary School Science, Elementary School Students, Learning Processes