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Measurement as a Social Process.
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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
Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language
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Varelas, Maria; Pappas, Christine C. – Cognition and Instruction, 2006
The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…
Descriptors: Semiotics, Urban Schools, Primary Education, Language Acquisition
Part-Whole Knowledge and Early Arithmetic Problem Solving.
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Sophian, Catherine; McCorgray, Patricia – Cognition and Instruction, 1994
Two experiments examined the development of children's understanding of part-whole relations. Found that five- and six-year olds evidenced understanding of part-whole relations, but four-year olds did not. Results support the conclusion that an understanding of the relationship between a superordinate set and the basic-level sets that comprise it…
Descriptors: Age Differences, Cognitive Development, Developmental Stages, Mathematical Concepts
Training of Perceptual Unit Processing in Children with a Reading Disability.
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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
Can Children Detect Conceptual Information Conveyed through Other Children's Nonverbal Behavior?
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Kelly, Spencer Dougan; Church, R. Breckinridge – Cognition and Instruction, 1997
Investigated children's' ability to detect and interpret another child's nonverbal, representational gestures. Found that in addition to being able to pick up general information such as affective or social information from nonverbal behavior, school-age children are also capable of abstracting specific information such as conceptual or…
Descriptors: Body Language, Cognitive Ability, Cognitive Development, Communication Skills
Emergent Understanding and Attribution of Randomness: Comparative Analysis of the Reasoning of Primary Grade Children and Undergraduates.
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Metz, Kathleen E. – Cognition and Instruction, 1998
Compared kindergartners', third graders', and undergraduates' understanding and attribution of randomness. Found that kindergartners' interpretations were deterministic or outside the determinancy-indeterminancy frame. Most third graders had some grasp of randomness; their interpretations were less dominated by false attribution of determinism…
Descriptors: Age Differences, Attribution Theory, Cognitive Development, Comparative Analysis