States that constructivism is a theory of knowledge which asserts that knowledge is not primarily received, but actively built, and that the function of cognition is adaptive and serves the organization of the experiential world. Gives a brief history and discusses impact of the constructivist approach. (RT)

Discusses the possibilities of accelerating the rate of cognitive development and describes the design and trial of intervention lessons. Gives preliminary results from one laboratory school indicating that the possibility of accelerating general cognitive development is worth pursuing. (YP)

The article identifies trends concerning postsecondary education of the hearing impaired, suggests changes in educational philosophy, and proposes options including community interaction, partnership with business, employment preparation, life-long learning centers, cognitive education, alternative forms of assessment, post-secondary centers,…

Interviews with (n=55) children and their teachers in years one, two, and three showed a closer association between knowledge of place value and levels of counting than between levels of counting and the ability to explain the counting sequence. (13 references) (MKR)

Reviews Dreyfus's writings about human cognition and artificial intelligence (AI), and explains some of the implications of his position, particularly in education. Topics include Dreyfus' critique of AI, representationlaism and expertise, technology and its role in instruction, computer-assisted instruction, and intelligent tutoring systems. (JKP)

Summarizes research examining the potential impact of year-round schooling on organized camping, and research on the developmental needs of children ages 8-11. Implications for camp include stressing the educational value of camp, adjusting camp schedules to accommodate year-round schooling, educating camp staff on child development, and including…

Reviews the logic underlying mathematical induction and presents 10 tasks designed to help students develop a conceptual framework for mathematical induction. (Contains 20 references.) (MDH)

Describes Vygotsky's zones of proximal development, the importance of social interaction in learning through problem solving, and the benefits of modeling. Presents three implications for teaching and learning mathematics based on a teaching experiment focusing on these constructs. (MDH)

Discusses the benefits of establishing computer centers in early childhood classrooms to enhance cognitive learning, develop self-esteem, and stimulate divergent thinking. Outlines steps necessary for setting up a classroom computer center, such as defining procedures and rules and choosing appropriate activities and software. Suggests ways to…

Consisting of a description and overview of developmental principles, concepts, and strategies, this article clarifies the meaning of a developmental school counseling program and suggests it as a program framework. Suggests a cognitive developmental approach as especially useful in guiding program implementation and development. (JBJ)

Explores developmental issues regarding domain theory, a theory explaining moral development. Concludes that this theory does not explain how domains of moral reasoning and behavior evolve, neglects social and historical aspects of domain development, and does not recognize the effects of individual differences on domains. (JW)

Compared use of derived fact strategies involving addition and subtraction by 20 learning-disabled students (LDSs) from an intermediate level self-contained class to 22 grade-3 normally achieving students (NASs). LDSs did not differ from NASs in verbal fluency or use of alternative strategies. (Contains 20 references.) (MDH)

Children learn in a variety of contexts and from a variety of teachers, including their peers. It can be stimulating for children to examine the learning process and identify their own learning milestones. Brief reviews of stories about family and outside lessons and an activities sampler are provided. (Author/AEF)

Reviews research on the early development of symbolic play. Suggests that symbolic play begins to emerge near the beginning of the child's second year and continues to play an important role in his or her development throughout the preschool years. Proposes basic techniques caregivers can use to facilitate and promote the development of symbolic…

Describes an instructional framework for teaching advanced cognitive skills in postsecondary education, highlighting specific teaching strategies that community and technical college educators may use to encourage critical thinking among students. Includes a description of content, teaching methodologies, and sequence of student development.…