Using a narrative procedure, this study replicated Zaitchik's (1991) result that children are more likely to acknowledge another's belief when they are told about reality than when they see reality for themselves. The article argues that these children were acknowledging alternative rather than false belief. (20 references) (Author/CK)

Emphasizes the intrinsic unity of all the intelligences as well as the inseparable nature of the interpersonal and intrapersonal. Emphasizes the theories of both Gardner and Montessori as a whole, and looks at common features in intelligence profiles and educational environments described by both. (MOK)

Examined relationships between quality of center-based child care and infant cognitive and language development. Subjects were 79 African American 1-year-olds. Found that quality of infant care positively correlated with scores on standardized assessment of cognitive development, language development, and communication skills. Quality of care in…

Examines the map-making process of middle-school students to determine which actions influence their accuracy, how prior knowledge helps their map construction, and what lessons can be learned from map making. Indicates that instruction that focuses on recognition of interconnections between map elements can promote map reasoning skills. (DSK)

Describes the evaluation of a British continuing teacher professional development program that focused on school improvement, school effectiveness, and action research. Teachers participated in the professional development, then conducted interventions in their schools to raise student achievement and evaluated program success using action…

Presents an application of the Cognitive Flexibility Theory (CFT) approach to creating hypertext for training undergraduate students through the interactive instructional program Auntie-EMM (Electronic Mail Mentor) in the use of e-mail embedding instruction within a specific context--the Wizard of Oz story. Demonstrates the effectiveness of the…

A study explored working memory (WM) capacity, WM task requirements, as well as effects between WM, skills, knowledge base, and intelligence in adults with mental retardation and children aged 3-6 years. Adults were better on measures reflecting skills and knowledge base. Children performed better in phonological and visuo-spatial WM tasks.…

Examined: (1) what is the self-concept of a 6-year-old child; (2) what is the picture of a child (real and ideal) in parents' minds; and (3) the relation between self-concept of a child and the picture in parents' minds. Found that perceptions of the child were positive, and clear conformity between parents' image of their child and children's…

A reading-specific multiple classification task was designed that required children to classify printed words along phonological and semantic dimensions simultaneously. Reading-specific multiple classification skill made a unique contribution to children's reading comprehension over contributions made by age, domain-general multiple classification…

This study examined developmental changes in lexical comprehension in 100 bilingual individuals at five age levels, all of whom had learned Spanish as a first language and English beginning at age 5. Although skills improved in both languages over time, by middle childhood performance was better in English, with this transition occurring earlier…

Addresses the implementation and evaluation of a constructivist course and extends the argument toward the induction of teachers into critical constructivism through their own action-research projects. Data is taken from a single case study illustrating the changes in the professional life and reflective practice of one teacher in Brazil. (AIM)

The Mayes Motor Free Compilation (MMFC) assesses mental ability in young (under age 2) children with motor disabilities. This study evaluated the concurrent validity of the MMFC by administering it and the Bayley Scales of Infant Development to normal children. Findings suggest that the MMFC provides a valid estimate of mental age, even without…

Evaluated the PREG conceptual model of human question asking. Found the model was sufficient as it accounted for nearly all of the questions produced by students, and was discriminating in that it could identify the conditions in which particular classes of questions are or are not generated. (Author/SD)

Personal responsibility has long been considered an important component in self-directed learning. And yet, a theoretical understanding of personal responsibility that could lead to meaningful instrumentation has eluded the field. The present study considers the merits of the Triangle Model of Responsibility (TMR) (Schlenker, Britt, Pennington,…

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction Material (CAIM) related to "photosynthesis" topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002-2003 academic year and was carried out in two different classes taught by the same teacher, in which…