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Direct linkLakomski, Gabriele – Australian Journal of Education, 2007
The purpose of this article is twofold. The first objective is to update the traditional craft of education by revising the folk theory of mind that underpins such traditions. This is necessary if we are to develop a new learning science as the cornerstone for the renewal of the education enterprise. The second objective is to highlight the need…
Descriptors: Knowledge Level, Theory of Mind, Science Instruction, Educational Change
Peer reviewedRaghavendra, Parimala; Fristoe, Macalyne – Journal of Speech and Hearing Research, 1995
Forty 3-year-olds learned either 12 standard Blissymbols (SBS) or their enhanced forms (EBS). Results demonstrated that the subjects learned EBS faster than SBS, remembered more EBS than SBS, did not differ in the communicative use of SBS and EBS, and were affected more negatively when presented with the untrained SBS than EBS. (Author/JDD)
Descriptors: Augmentative and Alternative Communication, Preschool Education, Retention (Psychology), Symbolic Language
Peer reviewedCallaghan, Tara C.; Rankin, Mary P. – Child Development, 2002
This longitudinal training study explored impact of social scaffolding on emergence of graphic symbol functioning and links among graphic, language, and play domains in symbolic development. Findings support view that graphic symbolic development can be influenced by cultural scaffolding, that more extensive training is needed early rather than…
Descriptors: Cognitive Development, Comparative Analysis, Developmental Stages, Longitudinal Studies
