Self-regulation develops rapidly during early childhood and is essential for academic and social adjustment. However, previous research has attempted to define the conceptualization and structure of self-regulation differently, leaving the field with an incomplete picture. The nature of the relations between self-regulation and early child…

The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, M[subscript age] = 8.70 years)…

This study aims to understand the dynamics and impact of emotional presence in a collaborative learning environment and its effects on the learning process and outcomes. Emotional presence, defined as the experience of emotion arising from cognitive appraisals in learner-environment interactions, encompasses four dimensions: interest-curiosity,…

It is often argued that metacognition includes 2 components: monitoring and control. However, it is unclear whether these components can operate independently, or whether they always operate as part of a hierarchy. The current study attempts to address this issue. In Experiment 1 (N = 90), age-related differences were assessed to examine the…

It is often argued that metacognition includes 2 components: monitoring and control. However, it is unclear whether these components can operate independently, or whether they always operate as part of a hierarchy. The current study attempts to address this issue. In Experiment 1 (N 90), age-related differences were assessed to examine the…

According to Lev S. Vygotsky (1896-1934), the highest levels of abstract thinking and self-regulation in preschool development are established in "pretend play using object substitutions." An extensive research literature supports Vygotsky's empirical model of the internalization of self-guiding speech (social speech > private speech…

Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive…

Metacognition is central to children's cognitive development. However, there is conflicting evidence about children's ability to accurately monitor their performance and subsequently control their behavior. This is of particular interest for mathematics topics on which children exhibit persistent misconceptions--that is, when children's knowledge…

This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes--epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human…

Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic…

When adolescents in the United States of America trail much of the world on measures of school achievement, but are among the world leaders in violence, unwanted pregnancy, STDs, abortion, binge drinking, marijuana use, obesity, and unhappiness, it is time to admit that something is wrong with the way that the country is raising its young people.…

This longitudinal study investigates the differences in cognitive and socio-emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play-oriented kindergarten and no decision…

The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 "Psychological Bulletin," an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of…

The cognitive control of behavior is critical for success in school. The emergence of self-control in development has been linked to the ability to represent one's own and others' mental states (theory of mind and metacognition). Despite rapid progress in exploring the neural correlates of both mind reading and executive function in recent years,…

Presents an integrated view of contributions made by various sections within cognitive psychology in which problems of consciousness are addressed. Implications concerning the relationship between cognition and behavior are pointed out. (Author/RH)