Cognitive Education: A Transactional Metacognitive Perspective

2010 ◽  
Vol 9 (1) ◽  
pp. 21-35 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Education Program ◽  
Educational Programs ◽  
Central Idea ◽  
Human Ability ◽  
Cognitive Education

Characteristics that are common to a number of cognitive education approaches and programs are identified and discussed, as are several that are not shared across approaches and programs. The author presents a list of qualities that are desirable in cognitive and/or metacognitive educational programs. The central idea is that any successful cognitive education program must rest on a body of theory regarding cognitive development, individual differences, and learning, and that body of theory should include a clear discussion of the nature of human ability. A “transactional metacognitive perspective” on human ability is offered, followed by a discussion of its application to cognitive/metacognitive education. Examples from the program Bright Start: Cognitive Curriculum for Young Children are offered.

Contextuele Afhankelijkheid Bij Beginnende Schrijvers

1988 ◽  
Vol 32 ◽  
pp. 7-19
Author(s):  
M.W. Aalderink
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Empirical Data ◽  
Oral Language ◽  
Theoretical Level ◽  
Contextual Dependency ◽  
Context Dependent ◽  
Beginning Writers

Compared with speaking, writing can be considered to be relatively context independent with regards to both process and product. Young children appear to have problems creating, without interactional support, a discourse that can function as a meaningful whole for a non-present reader. As a result their writing can be contextual dependent in some sense. In this article contextual dependency is discussed on a theoretical level and by illustrating it by means of an example of a seven year old writer. Possible relations between contextual dependency and both cognitive development and individual differences in oral language are considered, and some empirical data are presented that show how frequent and in which ways the texts of beginning writers can be context dependent. From this study it can be concluded that the textuality of young childrens' written products should be defined from the perspective of the child and considering the context in which they were written.

scholarly journals Retraction notice for “WICS: A new model for school psychology” by Robert J. Sternberg

2018 ◽  
Vol 39 (3) ◽  
pp. 329-329
Keyword(s):  
Individual Differences ◽  
School Psychology ◽  
Cognitive Development ◽  
Journal Editor ◽  
New Model ◽  
Cognitive Education ◽  
Education Journal ◽  
Retraction Notice ◽  
Redundant Publication

At the request of the Journal Editor and SAGE Publishing, the following article has been retracted: Sternberg, R.J. (2010) WICS: A new model for school psychology. School Psychology International. 31(6): 599–616 DOI: 10.1177/0143034310386534 Although the content in the aforementioned article is scientifically valid, the article has substantial unreferenced overlap with the following works by the same author: Sternberg, R.J. (2010) WICS: A new model for cognitive education. Journal of Cognitive Education and Psychology. 9(1): 36–47 DOI 10.1891/1945-8959.9.1.36 Sternberg, R.J. (2002) Individual differences in cognitive development. In Goswami, U. (Ed.), Blackwell Handbook of Childhood Cognitive Development, 1 (pp. 600–620) DOI: 10.1002/9780470996652.ch27 Therefore, this article is retracted for reasons of redundant publication.

scholarly journals The role of inhibition in moving beyond perceptually focused noun extensions

2017 ◽  
Vol 38 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Simon Snape ◽  
Andrea Krott
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Executive Control ◽  
Potential Role ◽  
Control Task ◽  
Perceptual Features ◽  
Object Categories ◽  
Inhibition Ability

When young children interpret novel nouns, they tend to be very much affected by the perceptual features of the referent objects, especially shape. This article investigates whether children might inhibit a prepotent tendency to base novel nouns on the shape of referent objects in order to base them on conceptual features (i.e. taxonomic object categories). The study tested 3- to 5-year old children on a noun extension task, alongside a test of their inhibition and more general executive control ability. Noun extensions were related to inhibition ability, independent of age. Noun extensions were not related to individual differences in the general executive control task. This suggests a potential role for inhibition in extension which is independent of other aspects of cognitive development.

Nurseries - Educational or Social Institutions?

2013 ◽  
Vol 3 (1) ◽  
pp. 73-84
Author(s):  
Zita Baďuríková
Keyword(s):  
Young Children ◽  
Social Institutions ◽  
Educational Programs ◽  
School Education ◽  
Educational Training ◽  
European Context ◽  
The Usa ◽  
Children Education

The paper presents recent approaches to institutional education of children under three years in a wider international and European context. It introduces concepts of creation of educational programs for children in some countries of Europe and the USA. Unlike in former socialist countries, the issue of young children education is in focus in countries with a developed system of pre-school education, including educational training of people working in various types of nurserie.

Associations between Sleep Duration, Adiposity Indicators, and Cognitive Development in Young Children

2021 ◽  
Author(s):  
Zhiguang Zhang ◽  
Kristi B. Adamo ◽  
Nancy Ogden ◽  
Gary S. Goldfield ◽  
Anthony D. Okely ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Sleep Duration

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

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