Analysis of 10 nursing doctoral students' written vignettes and sharing of residency experiences showed four phases of progression: anxiety, disillusionment, acceptance of diversity, and integration. Use of mentoring and critical reflection facilitated their cognitive development. (SK)

Teachers at Mililani Mauka Elementary School in Honolulu, Hawaii are using technology to encourage higher-order thinking with a model of effective thinking developed at Harvard University (Massachusetts): being broad and adventurous, sustaining intellectual curiosity, clarifying and seeking understanding, planning strategically, being…

Investigates the possibilities of self-reflection for the teaching profession by relating the problem the philosophy of Rene Descartes, Immanuel Kant, and Edmund Husserl. Explains that in philosophy reflection has always played a major role, while it has not always had a major role in education. Concludes that it is possible to learn from mistakes…

Examined parental speech data demonstrating that linguistic input to children does not contain sufficient information to support unaided learning of the pronoun "one." Examined 18-month-olds' interpretation of sentences with a "one" substitution. Found that 18-month-olds have command of the syntax of "one." Because…

In a study of 66 in-utero drug exposed (IUDE) infants, evaluated infant cognitive status, caregiver-infant interaction, and caregiver cognitive functioning (IQ) to determine which caregiver variables were associated with infant cognitive status. Analysis indicated that caregiver IQ was the only statistically significant coefficient in the model…

Describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) program on the scientific creativity of secondary school students. Scientific creativity is measured by the Scientific Creativity Test for Secondary School Students. Results indicate that the program did promote the overall development of scientific…

Two studies examined progression in children's and adults' ability to monitor attempts to recall event details and the dependence of metamemory on question format. Only with an unbiased question format did subjects give higher confidence ratings after correct than after incorrect answers. When interviews contained misleading questions, children…

Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this…

Four studies examined 10- to 18-month-old infants' ability to detect and encode correlations among features in a motion event. Findings indicated that the youngest infants process static features in an event independently but do not process correlations among dynamic features; the oldest detect correlations between all three features when the…

Explains a strategy called "What Do I 'S'ee? What Do I 'T'hink? What Do I 'W'onder?" (STW) which helps students look carefully at pictures in storybooks and think about a story's character, setting, and events. Notes that the STW strategy provides opportunities for students with varying reading abilities and diverse experiences to work together…

In this longitudinal study of African American and Caucasian students from 18 4-year institutions, objective tests were used to estimate the cognitive effects of race in college, while applying statistical controls for an extensive set of confounding influences. Found that Caucasian students scored higher than African Americans on standardized…

Four studies explored children's beliefs about the stability of positive traits among three groups. Findings indicated that younger children were more likely than older children or adults to believe that negative physical and psychological traits would change positively, that they could control the expression of a trait, and that extreme positive…

Investigates whether introductory college chemistry students today differ from those a generation ago in terms of Piagetian cognitive functioning, aptitude, and achievement, and whether the gender differences in Piagetian cognitive development functioning found in 1981 are still evident today. Suggests that today's students are different in a…

Explores secondary school, undergraduate, and graduate level learners' mental models of bonding with ionic substances through an interview protocol involving the use of physical substances and a focus card containing depictions of ionic bonding and structure. Suggests that teachers and university faculty need to provide stronger links between the…

The complex relationship between cognitive developmental research and children's science curricula is explored, focusing on the tendency to attribute shortcomings in performance to the child's age, the confounding of weak knowledge with developmentally based deficiency, and emphasis of stage-based constraints on children's thinking. (SLD)