Examined geographical representations among children and young adults. Found that a distinct home region was apparent at age 9. At age 11, children divided North America into regions the same as university students. Children used new location information to update location estimates. Children preserved ordinal structure of initial location…

Notes that the ways in which spelling has been conceptualized have evolved dramatically over the last few decades. Explores the evolution of this reconceptualization through a discussion of spelling as a system, as a subject of instruction, and as a psychological and linguistic process in writing and reading. Explains how instructional…

Three experiments examined development of perceptual causality in 3- to 9-year-olds. Findings indicated that participants of all ages assigned contact events (A moves toward B, which moves upon contact) to the physical domain and non-contact events (B moves before contact) to the psychological domain. Participants chose causality more often for…

This study investigated whether kindergartners would advocate sharing toys equally across situations or on the basis of recipients' characteristics, and whether each group member would be counted as one unit for allocation across situations. Findings indicated that kindergartners tended to allocate more blocks to a younger child than to a same-age…

Examined preschoolers' suggestibility when initial beliefs about an object's identity were contradicted by experimenter's suggestion. Found that subjects were good at accepting the suggestion only when the experimenter was better informed than they. Children were least accurate at reporting whether their final belief was based on what they were…

This study investigated 4- to 9-year-olds' understanding of social rules and authority by asking them about stories in which the status (adult or child) of rule inventors, transgressors, and changers varied. Findings indicated that children considered children's transgressions and alteration less permissible than adults', and adult-invented…

Presents a study to design and conduct a three-hour field experience for 3rd and 4th grade students on forestry and forest products, and to determine the cognitive effects of participation in this field trip on the children. Reports an increase in student knowledge after participating in this experience. Discusses the reasons for students'…

Investigated the relationships of physical activity levels and psychomotor, psychosocial, and cognitive development among Turkish elementary school students. Student evaluations indicated that physical activity level was an important factor in determining student psychomotor development, but it was not important in determining psychosocial and…

Investigates the use of three art-based instruments using imagery that measure children's cognitive development. Suggests that Raven's Coloured Progressive Matrices, the British Picture Vocabulary Scale, and the Naglieri Draw-A-Person Test would be useful tools for art therapists to more systematically view children's drawings from a developmental…

The Developmental Structure/Process Tool was used to explore differences between theories in use and espoused theories of two executives and a six-member work team. Theories of action were shown to be developmentally based and thus open to maturation and developmental coaching. (Contains 39 references.) (SK)

Describes an approach to teaching complex models in science that uses a model construction cycle of generation, evaluation, and modification. Reports on a case study of a student in a tutoring experiment in the study of electric circuits. Focuses on the role of analogies, discrepant events, and the student's moments of surprise as motivators of…

Reviews research on the appropriateness of computer use with young children. Discusses the effects computer use on children's lives, interaction, social and emotional development, learning and thinking in mathematics, and the implications for teachers. (KHR)

Two experiments examined toddlers' knowledge of the stereotyping of traditionally feminine and masculine household activities. Results suggest that knowledge about stereotyping adult activities starts to develop by the age of 24 months and common household activities are among the first gender-typed activities included in children's developing…

Argues for the significance of "personal theories" in teaching. Profiles first year teaching of four teachers who had completed program of self-inquiry and reflection about their own developing conceptions of education. Describes their personal theories of teaching before employment and the nature and impact of their teaching…

Examines the role of metaphor and narrative in the interpretive organization of feelings and knowledge, especially in children. Looks at a particular case of figurative speech--a child's storytelling--to show how imaginative narrative may carry important clues about the child's inner world of experience. (MG)