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Formal Theories Clarify the Complex: Generalizing a Neural Process Account of the Interaction of Visual Exploration and Word Learning in Infancy
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Bhat, Ajaz A.; Samuelson, Larissa K.; Spencer, John P. – Child Development, 2023
The interaction of visual exploration and auditory processing is central to early cognitive development, supporting object discrimination, categorization, and word learning. Research has shown visual-auditory interactions to be complex, created from multiple processes and changing over multiple timescales. To better understand these interactions,…
Descriptors: Infants, Vocabulary Development, Attention, Cognitive Development
Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development
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Morse, Anthony F.; Cangelosi, Angelo – Cognitive Science, 2017
Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between…
Descriptors: Vocabulary Development, Language Acquisition, Language Processing, Learning Theories
The Effects of Differentiated Instruction on Academic Achievement of Struggling Second Grade Readers
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McCullough, Shirley M. – ProQuest LLC, 2012
The educational system has an increasing population of students with diverse learning needs that must be addressed to ensure all students are academically successful. The purpose of this study was to investigate whether differentiated instruction had a positive effect on the vocabulary and the reading comprehension of struggling 2nd grade…
Descriptors: Program Effectiveness, Individualized Instruction, Reading Instruction, Reading Comprehension
Reading: The Natural Interface between Developmental and Educational Psychology.
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Royer, James M. – Contemporary Educational Psychology, 1983
In this introduction, Royer suggests that the major task facing both the developmental and educational psychologist is to establish a theoretical framework that can provide an account of the development of knowledge structures relevant to the reading process and that can suggest guidelines for translating the theory into educational practice.…
Descriptors: Cognitive Development, Developmental Psychology, Educational Psychology, Language Acquisition
Third Cross-Sectional Study of Attainment of the Concepts "Equilateral Triangle,""Cutting Tool,""Noun," and "Tree" By Children Age 7 to 17. Technical Report No. 427. Reprinted December 1977.
Klausmeier, Herbert J.; And Others – 1976
The Conceptual Learning and Development (CLD) Model specifies four levels of concept attainment (concrete, identity, classificatory, and formal) and three uses of concepts (problem solving, subordinate-supraordinate, and principles). Longitudinal and cross-sectional studies of concept attainment may be conducted. The results of this study of 300…
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Cognitive Measurement
An Integrative Perspective on Language Development. Papers and Reports on Child Language Development, No. 12.
Bloom, Lois – 1976
This paper proposes a broad outline of a variable model of language development and explores several particulars of such a model in the language behavior of four two-year-old children. The process by which information about language is progressively transformed and integrated rather than merely being added together can be seen in the shifting…
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Discourse Analysis