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Star, Jon R.; Seifert, Colleen – Contemporary Educational Psychology, 2006
This paper explores the development of students' knowledge of mathematical procedures. Students' tendency to develop rote knowledge of procedures has been widely commented on. An alternative, more flexible endpoint for the development of procedural knowledge is explored here, where students choose to deviate from established solving patterns on…
Descriptors: Equations (Mathematics), Problem Solving, Mathematical Concepts, Mathematics Instruction
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Siegler, Robert S. – Contemporary Educational Psychology, 1982
This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…
Descriptors: Cognitive Development, Concept Formation, Elementary Education, Generalization
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Turner, Irene F.; Bentley, Grace – Contemporary Educational Psychology, 1982
Social-matching problems were verbally presented to children either with or without concrete models. In each condition, information was provided which was sufficient, superfluous, or irrelevant. Problems containing only irrelevant information were the most difficult, although models enhanced the performance of younger children but depressed the…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Foreign Countries
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Monaco, Nanci M.; Gentile, J. Ronald – Contemporary Educational Psychology, 1987
This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…
Descriptors: Cognitive Development, Helplessness, High Schools, Locus of Control
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Wertsch, James V. – Contemporary Educational Psychology, 1980
Lev S. Vygotsky's concepts of social, egocentric, and inner speech are explained, and two of Vygotsky's basic arguments are reviewed: (1) that these forms of speech are dialogic; and (2) that cognitive functioning can be explained by its surrounding social foundations. (GDC)
Descriptors: Cognitive Development, Communication (Thought Transfer), Foreign Countries, Inner Speech (Subvocal)
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Wildman, Terry M.; Fletcher, Harold J. – Contemporary Educational Psychology, 1979
Students were administered either conditional syllogism, biconditional syllogism, or conditional and biconditional syllogism tests. Analyses confirmed a tendency towards biconditionality. With conditional syllogisms, results indicated variations across forms of both major and second premises and a reversed developmental trend on problems which…
Descriptors: Cognitive Development, Deduction, Error Patterns, Higher Education
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Henderson, Ronald W. – Contemporary Educational Psychology, 1986
Principles arising from aspects of Vygotsky's ideas for the development of self regulation and from cognitive social learning theory are discussed. It is suggested that present methods of teaching mathematics are not adequate and that the use of instructional technology is needed to overcome the shortcomings. (JAZ)
Descriptors: Cognitive Development, Foreign Countries, Helplessness, Information Technology
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Steinberg, Esther R. – Contemporary Educational Psychology, 1980
Faced with a problem in which the probability of obtaining the correct answer was 70 percent, 2 of 23 kindergartners and 18 of 19 second graders generated an appropriate strategy. When the probability of a chance correct response was reduced to .45, 23 of 35 kindergartners generated an appropriate strategy. (Author/GDC)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Computer Assisted Instruction