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... Deviating from Baldwin, Piaget had little to say directly about executive attention. However, his comments provide context for the neo-Piagetian fixation on attention as a source of developmental intelligence differences (see e.g., Case, 1985;Pascual-Leone & Goodman, 2021). For example, a child who has yet to acquire an understanding of the conservation of mass may conclude that a tall skinny glass contains more liquid than a short wide glass, even if they see the same liquid being poured from one to the other. ...
... Childhood is marked by a quickening of responding until adolescence, while old age is marked by a progressive slowing (Fry & Hale, 1996;Gilbert, 1894;Kail & Salthouse, 1994). Additionally, children are thought to have increasingly strong attention capabilities as they age and adults tend to experience declines in these same abilities in late life (Blankenship et al., 2019;Case, 1985;Kang et al., 2022;Pascual-Leone & Goodman, 2021;Reuter-Lorenz & Cappell, 2008). In their review of age-related cognitive decline, Zanto and Gazzaley (2019) argued that these latter decrements stem in part from age-related changes in the morphology and functioning of the prefrontal cortical areas related to attention and executive functioning. ...
... The expansive nature of this review comes with several limitations. There were many relevant contributions which, while warranting mention, were not included in detail (e.g., Broadbent, 1957;Carroll, 1980;Case, 1985;Cowan, 1988;Jensen, 1998Jensen, , 2006Kahneman, 1973;Neely, 1977;Posner & Snyder, 2004). Our goal was not to overlook or minimize these works and their relevance to the topics reviewed, but only to be brief relative to the totality of what could be written. ...
Individual differences in processing speed and executive attention have both been proposed as explanations for individual differences in cognitive ability, particularly general and fluid intelligence (Engle et al., 1999; Kail & Salthouse, 1994). Both constructs have long intellectual histories in scientific psychology. This article attempts to describe the historical development of these constructs, particularly as they pertain to intelligence. It also aims to determine the degree to which speed and executive attention are theoretical competitors in explaining individual differences in intelligence. We suggest that attention is the more fundamental mechanism in explaining variation in human intelligence.
... However, on the one hand, Piaget did not have equivalent steps in the succeeding stages of his model. On the other hand, Neo-Piagetians had been creating models of recursive substages over stages in their models (Case, 1985;Fischer, 1980;Mounoud, 1986). Young developed his five-step model of substages not only by basing himself on Piaget's infancy observations but also by extrapolating from the models of the other Neo-Piagetians. ...
... At each of these scales, activation without inhibition would be disorganized and dysfunctional and inhibition without activation would be impractical. This way of dealing with the associated cognitive activity related to stages differs from the Neo-Piagetian approach, which considers more specific rather than general factors, such as mental attention (Pascual-Leone & Johnson, 2021), cognizance (Demetriou et al., 2021), and executive function and related processes (Case, 1985;Fischer, 1980). ...
... Piagetian theory does not especially consider the psychoemotional and social constraints and facilitations of cognitive activity. Neo-Piagetian theory refers to cognitive mechanisms and their constraints, such as in executive function and mental attention (e.g., Case, 1985;Pascual-Leone, 1970). However, the model is mechanical in the sense that successive increases in such capacities permit the associated cognitive steps in the series to potentially develop. ...
Young developed a Neo-Piagetian/Neo-Eriksonian 25-step lifespan developmental model that describes, respectively, (sub)stages in cognitive and socioaffective development. The first paper of the two in the series presents and justifies the model, which consists of five stages X five cyclically recurring substages, and over both cognitive and socioaffective development. In his modeling, Young had addressed gaps in prior Neo-Piagetian modeling, and how the gaps were accommodated in his work. The model allows for much individual differences in cognition, as constructed, which had been accentuated further with further additions in the model. Innovatively, here, the Neo-Piagetian cognitive steps are described in terms of positive and negative poles, working from a biopsychosocial model of the influences on cognitive activity. The Neo-Piagetian poles are differentiated according to the concept of psychological reserve, and whether it is depleted negatively or can support directed cognitive activity positively. The present approach emphasizes network theory as a means to test the model empirically, including its concept of neo-stage. This model is consistent with a section of the literature review that emphasizes the importance of grand theories in psychology. That said, the article points out limitations of the model. It concludes with presentation of a cognitive change causal model that includes activation-inhibition coordination.
... goals that can be stored and updated likely varies with increasing working memory with age. This echoes the M capacity, which is at the heart of working memory functioning and corresponds to a limited domain-general attentional resource for activating task or goalrelevant schemes (Pascual-Leone, 1970, 1987 and increases during childhood (see Case, 1985). We therefore hypothesize that gains in the ability to efficiently use context-tracking are more strongly related to working memory capacity increase than goal selection is. ...
... Most importantly, varying the difficulty of context-tracking yielded a greater benefit in younger participants, whereas the goal selection difficulty similarly affected all age groups. Critically, younger participants are aged between 5-and 6-years-old which correspond to the ages that have been identified to be critical for working memory development (Case, 1985) and reflection abilities (Zelazo, 2015;see previous Section). Although both context-tracking and goal selection contribute to successful self-directed control engagement, developmental progress seems to be mostly driven by context-tracking rather than goal selection per se, although this will need to be confirmed in future studies. ...
... As context tracking involves monitoring and maintaining contextual information, we argue that it relates to working memory from a theoretical viewpoint (Pascual-Leone, 1970;Case, 1985). In addition, there is also empirical evidence supporting that working memory is related to self-directed tasks. ...
Cognitive control (also referred to as executive functions) corresponds to a set of cognitive processes that support the goal-directed regulation of thoughts and actions. It plays a major role in complex activities and predicts later academic achievement. Importantly, while growing up, children are progressively transitioning from engaging cognitive control in an externally driven fashion, i.e., relying on external guidance, to exerting it self-directedly, i.e., autonomously determining when and how to engage it. Although growing self-directedness in cognitive control engagement is critical to autonomy gains during childhood, relatively little is known about the underlying cognitive mechanisms. Incorporating previous main proposals in cognitive control development, we propose that self-directed control development is driven by the ability to identify relevant goals, facilitated through accumulated knowledge on how to engage cognitive control with age. Importantly, we argue that there are two key processes that are part of successful goal identification: context-tracking and goal selection. We argue that most developmental changes are linked to context-tracking as the demands on this process are particularly high in self-directed situations. We then derived main predictions from this theoretical model as well as promising future directions.
... goals that can be stored and updated likely varies with increasing working memory with age. This echoes the M capacity, which is at the heart of working memory functioning and corresponds to a limited domain-general attentional resource for activating task or goalrelevant schemes (Pascual-Leone, 1970, 1987 and increases during childhood (see Case, 1985). We therefore hypothesize that gains in the ability to efficiently use context-tracking are more strongly related to working memory capacity increase than goal selection is. ...
... Most importantly, varying the difficulty of context-tracking yielded a greater benefit in younger participants, whereas the goal selection difficulty similarly affected all age groups. Critically, younger participants are aged between 5-and 6-years-old which correspond to the ages that have been identified to be critical for working memory development (Case, 1985) and reflection abilities (Zelazo, 2015;see previous Section). Although both context-tracking and goal selection contribute to successful self-directed control engagement, developmental progress seems to be mostly driven by context-tracking rather than goal selection per se, although this will need to be confirmed in future studies. ...
... As context tracking involves monitoring and maintaining contextual information, we argue that it relates to working memory from a theoretical viewpoint (Pascual-Leone, 1970;Case, 1985). In addition, there is also empirical evidence supporting that working memory is related to self-directed tasks. ...
Cognitive control (also referred to as executive functions) corresponds to a set of cognitive processes that support the goal-directed regulation of thoughts and actions. It plays a major role in complex activities and predicts later academic achievement. Importantly, while growing up, children are progressively transitioning from engaging cognitive control in an externally driven fashion, i.e., relying on external guidance, to exerting it self-directedly, i.e., autonomously determining when and how to engage it. Although growing self-directedness in cognitive control engagement is critical to autonomy gains during childhood, relatively little is known about the underlying cognitive mechanisms. Incorporating previous main proposals in cognitive control development, we propose that self-directed control development is driven by the ability to identify relevant goals, facilitated through accumulated knowledge on how to engage cognitive control with age. Importantly, we argue that there are two key processes that are part of successful goal identification: context-tracking and goal selection. We argue that most developmental changes are linked to context-tracking as the demands on this process are particularly high in self-directed situations. We then derived main predictions from this theoretical model as well as promising future directions.
... I examine the 258 structures of tonal organization to determine what cognitive operations are required in order to create music 259 that uses them. These cognitive operations are corroborated by well-established characteristics of cognitive 260 stages of Piagetian model and substages of Neo-piagetian models, such as those of Robbie Case (1985) and 261 ...
... 262 Table 1. Correspondences between the characteristic traits of stages in cognitive development during the 263 age between 0 and 11 years (Case, 1985), with the example of the development of drawing skills (Case,264 1992a), and the characteristic traits of tonal organization in musical modes that serve as cognitive 265 schemes for non-imitative songs by children. Piaget's classic sensorimotor stage is preceded by a preliminary stage of orienting responses, initiated prenatally in utero. ...
... 11070 Table 11. Stages of cognitive development according to Vygotsky (2001) and Case (1985 In line with the Vygostky's theory of defectology, failure to resolve the constraints of a critical period leads 11077 ...
This book draws a new perspective on music as a special form of cognition that provides growing children with the means to mediate their emotional state and attitude to suit their physical and social environment. My conclusions are based on new evidence coming from: 1) musicological analysis of the original and spontaneous vocalizations by children, selected to represent the milestones in the development of music cognition; 2) comprehensive research on "ear development" throughout early childhood, systematically conducted in the USSR/Russia on a large pool of subjects during the 1920-1980s; 3) data on music perception by people habituated to non-Western forms of music, including timbre-oriented music traditions of northeast Eurasia; and 4) research coming from Vygotskian school on sociogenesis and objectivization of musical sound in early childhood (published in Russian only). The principal objective of this book is to arm researchers and students with tools to analyze, interpret, and evaluate the patterns of tonal organization in children musicking - and to inter-relate these patterns to cross-cultural patterns of early verbal, social, and emotional development. Children’s musical cognition needs a thorough revision because of the old erroneous belief, still widespread amongst developmental psychologists, that the principles of Western tonality constitute a universal modus operandi, intuitively sought by children from birth. According to this view, early children’s musicking constitutes a “defective” implementation of adult’s music due to children’s deficiencies in vocal control and its coordination with hearing. In reality, early childhood musicking constitutes a peculiar type of music, different from adult’s music – very much like children’s early speech that follows its own principles, different from adult’s speech. The principles of children’s musicking ought to be inferred from the structural organization of their non-imitative attempts to make music - bottom-to-top (as opposed to the current "a priori" top-to-bottom method of describing children's music in terms of Western tonality). Some other important issues covered in this book are the goals of musical development in childhood, the issues of musical attrition, bimusicality, and normalcy of musical abilities, the modularity of musical hearing, and the relation between musical and real-life emotions.
... The grounding theory of the proposed methodology for automated diagnostic assessment and intervention creation is Bloom's Taxonomy [14,25,26,31], and its deep connections to the large body of work originating from Jean Piaget's theory of learning [15,32] and to Gardner's theory of multiple intelligences [33]. The large body of work originated from Piaget's theory of learning considers that human learning follows a sequence of successive cognitive stages: (1) sensorimotor stage (when new concepts are learned through their physical, material features), (2) symbolic stage (when symbols replace the physical facets of the learned concepts), (3) intuitive thought stage (when incipient reasoning starts to utilize the new concepts), (4) concrete operational stage (when logical reasoning uses the learned concepts), and (5) formal operational stage (when abstract reasoning, including creative problem solving, employs the new knowledge to create new solutions). ...
... The nature of learning misconceptions and hence diagnostic assessment depends on the specific cognitive phases of student learning. A summary of the successive cognitive learning phases [15,32] for "Programming Fundamentals" course (ESE 124) was shown in Figure 1. The first phase is recall phase. ...
... The third phase is concept modification. Similar to intuitive thought and logical thinking stages [15,32], students focus on understanding causality, e.g., how a concept creates its execution trace and output by being connected to the other concepts of a solution. Finally, phase four is concept combination. ...
Student diversity, like academic background, learning styles, career and life goals, ethnicity, age, social and emotional characteristics, course load and work schedule, offers unique opportunities in education, like learning new skills, peer mentoring and example setting. But student diversity can be challenging too as it adds variability in the way in which students learn and progress over time. A single teaching approach is likely to be ineffective and result in students not meeting their potential. Automated support could address limitations of traditional teaching by continuously assessing student learning and implementing needed interventions. This paper discusses a novel methodology based on data analytics and Machine Learning to measure and causally diagnose the progress and shortcomings of student learning, and then utilizes the insight gained on individuals to optimize learning. Diagnosis pertains to dynamic diagnostic formative assessment, which aims to uncover the causes of learning shortcomings. The methodology groups learning difficulties into four categories: recall from memory, concept adjustment, concept modification, and problem decomposition into sub-goals (sub-problems) and concept combination. Data models are predicting the occurrence of each of the four challenge types, as well as a student's learning trajectory. The models can be used to automatically create real-time, student-specific interventions (e.g., learning cues) to address less understood concepts. We envision that the system will enable new adaptive pedagogical approaches to unleash student learning potential through customization of the course material to the background, abilities, situation, and progress of each student; and leveraging diversity-related learning experiences.
... One large volume of research offered evidence contradictory to predictions of stage theory, showing earlier (or later) ages of acquisition, different sequences of development, differences across cultures, or failure of cross-domain transfer (Fischer, 1980;Flavell, 1982a;Gelman & Baillargeon, 1983). On the other hand, another large volume of research supported Piaget's general descriptions, substantiating the approximate ages, the general developmental sequences, and the patterns of errors and solutions in particular tasks (Case, 1985;Halford, 1989). ...
... On one side, evidence of variation in specific developmental sequences has been taken as evidence against the notion of hierarchically constructed stages (Gelman & Baillargeon, 1983;Brainerd, 1978). On the other side, a large number of studies have supported general predictions of long-term Piagetian stage sequences (Case, 1985;Fischer, 1980;Halford, 1989). ...
... A focus on actions in contexts, with its concomitant emphasis on variability, has led us to use more sensitive scales (Fischer & Canfield, 1986). Some other neo-Piagetian researchershave also been devising such scales, especially Case (1985), Siegler (1981), andvan Geert (1991). Table 1 contrasts a scale designed to measure developmental changes in middle-class American children's understanding of mean and nice social interactions based on neo-Piagetian skill theory with the traditional Piagetian stages that would apply to the same period of development (Fischer, Shaver, & Carnochan, 1990). ...
... There is a rising consensus that the growth of a limited attentional resource that explains working memory capacity is essentially due to maturation (Cowan 2016; Pascual-Leone and Johnson 2021), although Pascual-Leone's theory is more detailed in describing its developmental trend. In particular, typical three-year-olds would have attentional resources sufficient to activate only one unit of information (i.e., a mental representation or a Piagetian scheme of symbolic nature); the capacity of two units is typically achieved at age five (Pascual-Leone 1970) or four and a half (Case 1985); and the capacity of three units at age seven (Pascual-Leone 1970) or six and a half (Case 1985). In the following, we use the term "M capacity" when we refer specifically to Pascual-Leone's developmental model, or to measures conceived in the framework of that model; in other cases, we use the more generic term "working memory capacity". ...
... There is a rising consensus that the growth of a limited attentional resource that explains working memory capacity is essentially due to maturation (Cowan 2016; Pascual-Leone and Johnson 2021), although Pascual-Leone's theory is more detailed in describing its developmental trend. In particular, typical three-year-olds would have attentional resources sufficient to activate only one unit of information (i.e., a mental representation or a Piagetian scheme of symbolic nature); the capacity of two units is typically achieved at age five (Pascual-Leone 1970) or four and a half (Case 1985); and the capacity of three units at age seven (Pascual-Leone 1970) or six and a half (Case 1985). In the following, we use the term "M capacity" when we refer specifically to Pascual-Leone's developmental model, or to measures conceived in the framework of that model; in other cases, we use the more generic term "working memory capacity". ...
... Mr. Cucumber test (Case 1985). The outline of an extraterrestrial figure, to which stickers in different colors had been attached, was displayed for 5 s per item. ...
This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them.
... For example, the meaning of height involves understanding a dimension that ranges from short to tall. Following Case (1985), acquiring these verbally-based meanings involve increased working memory around age 5 making possible for children to attend to relations between nonverbal meanings such as short and tall. These also appear to be the same as Lawson-Adams and Dickinson's (2020) "lexical" meanings (also what I consider to be verbally-based meanings). ...
... In addition, after age 5, children's ability to comprehend and produce longer narratives increases substantially. Case and his colleagues have documented growth in working memory correlated with cognitive changes (including length of sentences and narratives) around these ages as have others (Case, 1985;Case and Okamoto, 1996;Gathercole et al., 1997Gathercole et al., , 1999. ...
This article concerns two types of word meanings: nonverbal meanings which appear to be associated with neurological representations and verbally-based meanings which appear to depend in part on other words to construct meanings. Using word use data from Hart and Risley’s study of children aged 19 to 36 months, and word meaning knowledge data from Biemiller and Slonim’s studies of children between aged 5 to 11, meanings were classified as nonverbal or verbally-based. Biemiller and Slonim used sampled word meanings reported known from grade levels 2 to 12 reported by Dale and O’Rourke in their Living Word Vocabulary. Virtually all meanings used at age 3 or known at age 5 (preschool) were classified nonverbal. By grade two, and even more by grade five, children had added many verbally-defined meanings, although by grade five the majority of the word meanings known were still nonverbal. Evidence for neurological meaning associates are cited. Implications for vocabulary support and instruction at various ages suggest that for children under 6, supporting larger nonverbal vocabularies while after age 6 should prioritize verbally-defined meanings.
... Alcuni ricercatori neopiagetiani hanno proposto modelli un po' diversi dello sviluppo della memoria di lavoro. Case (1985) propone che vi siano quattro cicli di sviluppo della capacità della memoria di lavoro relativi a rappresentazioni di diversa complessità (che Case chiama schemi sensomotori, relazionali, dimensionali e dimensionali astratti) e inoltre suggerisce che l'automatizzazione degli schemi operativi abbia un effetto sulla crescita della capacità della memoria di lavoro. Tuttavia Case (1995) sottolinea il preponderante ruolo della maturazione in tale crescita di capacità e Pascual-Leone e Johnson (2005) dimostrano che le fasi di sviluppo previste dai rispettivi modelli corrispondono. ...
... Segnaliamo infine che nell'ambito delle teorie neopiagetiane sono stati costruiti strumenti di misura della capacità della memoria di lavoro adatti a bambini e ragazzi di diverse età (ad es. Alp, 1994;Case, 1985;Morra, 1994; Pascual-Leone e Johnson, 2011). ...
Il file qui inserito costituisce una prima bozza del capitolo sulla memoria di lavoro nel libro di G. Amoretti, S. Morra, M.C. Usai e P. Viterbori "Processi cognitivi e apprendimento scolastico", ed. Carocci, 2020.
Il testo e le immagini non sono quelli definitivi; la versione pubblicata (pp. 85-123 del volume citato) comprende diversi miglioramenti formali.
This file, in Italian, is a preprint version of the chapter on working memory published in the book "Processi cognitivi e apprendimento scolastico" (Cognitive processes and school learning) by G. Amoretti, S. Morra, M.C. Usai, & P. Viterbori (2020), published by Carocci. Text and figures are not in their final version. Several formal details have been improved in the published chapter (pp. 85-123 of the book).
... The issue is further complicated when one considers skill development in children, because it is not clear how developmentally related differences in memory capacity might influence performance on measures of working memory or addition skills (Case, 1985;Kail, 1991;Stigler, Nusbaum, & Chalip, 1988). Thus, differences in memory span between MD children and same-age peers might reflect differences in the functional architecture of working memory-such as level of activation (Engle et al., 1992), differences in the level of practice and therefore the speed of encoding content-relevant information (Case, 1985;Stigler et al., 1988), or differences in skill at allocating attention and returning to task after attentional shifts (i.e., maintaining context; Woltz, 1988). ...
... The issue is further complicated when one considers skill development in children, because it is not clear how developmentally related differences in memory capacity might influence performance on measures of working memory or addition skills (Case, 1985;Kail, 1991;Stigler, Nusbaum, & Chalip, 1988). Thus, differences in memory span between MD children and same-age peers might reflect differences in the functional architecture of working memory-such as level of activation (Engle et al., 1992), differences in the level of practice and therefore the speed of encoding content-relevant information (Case, 1985;Stigler et al., 1988), or differences in skill at allocating attention and returning to task after attentional shifts (i.e., maintaining context; Woltz, 1988). The latter skills appear to be related to the maturation of the prefrontal cortex (e.g., Welsh & Pennington, 1988). ...
Cognitive, neuropsychological, and genetic correlates of mathematical achievement and mathematical disability (MD) are reviewed in an attempt to identify the core deficits underlying MD. Three types of distinct cognitive, neuropsychological, or cognitive and neuropsychological deficits associated with MD are identified. The first deficit is manifested by difficulties in the representation or retrieval of arithmetic facts from semantic memory. The second type of deficit is manifested by problems in the execution of arithmetical procedures. The third type involves problems in the visuospatial representation of numerical information. Potential cognitive, neuropsychological, and genetic factors contributing to these deficits, and the relationship between MD and reading disabilities, are discussed. Finally, suggestions for the subtyping of mathematical disorders are offered.
... A variety of potential measures appear to possess the desired characteristics, but determination of the mechanisms by which processing resources influence cognitive performance was considered most feasible with measures of the workingmemory conceptualization of processing resources. Furthermore, working memory is often postulated to play a central role in a variety of cognitive tasks (e.g., Baddeley 1986;Case, 1985), and there have been many reports that aging is associated with an impairment in working memory (e.g., Craik & Rabinowitz, 1984) or active short-term memory (e.g., Welford, 1958). Baddeley (1986), Baddeley, Logie, and Nimmo-Smith (1985), Case (1985), Daneman and Carpenter (1980), and others have all claimed that a critical aspect of working memory is that it involves the simultaneous storage and processing of information. ...
... Furthermore, working memory is often postulated to play a central role in a variety of cognitive tasks (e.g., Baddeley 1986;Case, 1985), and there have been many reports that aging is associated with an impairment in working memory (e.g., Craik & Rabinowitz, 1984) or active short-term memory (e.g., Welford, 1958). Baddeley (1986), Baddeley, Logie, and Nimmo-Smith (1985), Case (1985), Daneman and Carpenter (1980), and others have all claimed that a critical aspect of working memory is that it involves the simultaneous storage and processing of information. An important feature of a task assessing working memory', therefore, is that it must require the maintenance of some information during the processing of that or other information. ...
Three predictions were derived from the hypothesis that adult age differences in certain measures of cognitive functioning are attributable to age-related reductions in a processing resource such as working-memory capacity. Each prediction received at least some degree of empirical support in a study involving 120 males ranging between 20 and 79 years of age. First, older adults exhibited greater impairments of performance than did young adults when task complexity increased and more demands were placed on the limited processing resources; second, the magnitudes of these complexity effects were highly correlated across verbal (reasoning) and spatial (paper folding) tasks. Finally, statistical control of an index of a working-memory processing resource attenuated the effects of age on the measures of cognitive performance. It was concluded that further progress in understanding the mechanisms of the relation between age and cognitive functioning will require improved conceptualizations of the nature of working memory or other hypothesized mediating constructs.
... Testy pamięci roboczej są popularne i ważne, między innymi w badaniach edukacyjnych (zob. przeglądy: Case, 1985;Cowan, 2014;Gathercole i in., 2004;Halford, Cowan, Andrews, 2007;Krejtz, 2012;Phye, Pickering, 2006;St. Clair-Thompson, Gathercole, 2006), pozwalają bowiem na oddzielenie potencjału poznawczego dziecka (przede wszystkim poziomu efektywności integracji systemu pamięciowego i uwagowego) od poziomu opanowanej już przez nie wiedzy o świecie i wiedzy szkolnej. ...
... Pierwotna wersja testu Zakres liczenia -pamięć robocza ("Samochody") została opracowana przez Case i zespół (Case, 1985;Case, Kurland, Goldberg, 1982). Dodatkowo autorzy wersji testu w baterii KAPP_A zainspirowali się swoimi wcześniejszymi pracami dotyczącymi pamięci roboczej, między innymi zakresu liczbowego (Krejtz, Sędek, Rydzewska, 2015). ...
... Because it is a stage theory, one of the tenets is universality, which downplays individual and cultural differences in behavioral development. Developmental psychologists have modified these conceptual weaknesses in subsequent revisions of the theory (e.g., neo-Piagetian, Case, 1985;Fischer, 1980;and information-processing approaches, Bjorklund, 1997). ...
... It is plausible that children continued their erroneous strategies because the physical act of repetition is a means by which they could discover more about the physical and relational properties of objects. Case (1985) speculates that motoric repetition is important for children to ascertain predictability of an object-action sequence, regardless of its effectiveness in solving a problem. Actions are often repeated until consolidation of component actions is achieved. ...
... . (Case, 1985;Daneman & Carpenter, 1980;Gathercole, Alloway, Willis, & Adams, 2006). , , (Case, 1985). ...
... . (Case, 1985;Daneman & Carpenter, 1980;Gathercole, Alloway, Willis, & Adams, 2006). , , (Case, 1985). , ...
Objectives: This study investigates the effects of teaching material presentation methods and young children's visual and auditory working memory capacity on their learning effectiveness. It also suggests effective instructional design and teaching-learning methods suitable for children’s information processing characteristics.Methods: Participants included 86 five-year-old children enrolled in kindergartens in Seoul, Gyeonggi, Incheon, and Daejeon. Three categories of teaching materials with different presentation methods were created. Participants were randomly assigned to one of the category groups, and participated in learning activities. After the activities, learning effectiveness, working memory, and attention were measured. Data were analyzed using SPSS 20.0.Results: Results indicated that children’s learning effectiveness differed according to the teaching material presentation method. Higher learning effectiveness was observed when auditory and visual information was presented concurrently rather than sequentially, but learning was not affected by the sequential order. The groups with larger auditory working memory capacity and larger visual working memory capacity achieved higher learning effectiveness than did their respective counterparts. Additionally, learning effectiveness was greater for children with larger auditory working memory capacity when presented with auditory information before visual, and for those with larger visual working memory capacity when presented with visual information before auditory.Conclusion: The study results enhance foundational knowledge related to individual differences in young children's visual and auditory information processing abilities. Moreover, this study has practical implications for developing instructional materials and proposals suitable for young children’s individual information processing characteristics.
... Research with adults (e.g., Miyake et al., 2000;Miyake & Friedman, 2012) focused on three distinct but correlated functions: (a) inhibition: inhibiting prepotent responses or misleading representations; (b) shifting: switching between mental sets/rules; (c) updating: monitoring and updating information in working memory. Updating as a function is a distinct construct from working memory capacity, i.e., the individual's ability to attend to a limited number of schemes or chunks of information (e.g., Case, 1985;Cowan, 2001). In developmental research, however, this distinction is often obscured, and some researchers label the three main executive functions as inhibition, working memory, and shifting (or flexibility), thus regarding working memory as a particular executive function (e.g., Diamond, 2013). ...
... Mr. Cucumber Test (Case, 1985). The outline of an extraterrestrial figure, to which colored stickers had been attached, was displayed for 5 s per item. ...
Language and pictures are two major representational systems, but the relation between them in early childhood is under-investigated. This study investigated the association between drawing and language in preschoolers, and examined the role of working memory and executive functions (inhibition, shifting, and updating) in the association between drawing and language. The participants were 125 preschoolers (aged 3;0–6;1). Exploratory and confirmatory factor analyses found that two factors, respectively loading language and drawing measures, were correlated, also controlling for age. Regression analyses indicated that working memory and inhibition tasks predicted language, and inhibition tasks predicted drawing, above and beyond age. Structural equation modeling supported a model, according to which indirect influence of working memory and direct influence of executive functions fully accounted for the correlation between drawing and language. This suggests that the intertwining of language and drawing development in preschoolers depends on the development of domain-general components of the cognitive system.
... In short, increasing integration of reasoning processes results into increasing unification of mental processes across reasoning domains (Piaget, 1970(Piaget, , 2001. Neo-Piagetian theory associated reasoning development with increasing processing efficiency reflected by processing speed (Case, 1985;Kail, Lervag, & Hulme, 2015;Kail & Miller, 2006), executive control (Diamond, 2013;Zelazo, 2015), and working memory (Case, 1985;Halford, Wilson, & Phillips, 1998;Pascual-Leone, 1970;Pascual-Leone & Johnson, 2021). Mutualism, an interactivist model, also predicts integration because interactions strengthen relations between processes (van der Maas et al., 2006, van der Maas et al., 2017. ...
... In short, increasing integration of reasoning processes results into increasing unification of mental processes across reasoning domains (Piaget, 1970(Piaget, , 2001. Neo-Piagetian theory associated reasoning development with increasing processing efficiency reflected by processing speed (Case, 1985;Kail, Lervag, & Hulme, 2015;Kail & Miller, 2006), executive control (Diamond, 2013;Zelazo, 2015), and working memory (Case, 1985;Halford, Wilson, & Phillips, 1998;Pascual-Leone, 1970;Pascual-Leone & Johnson, 2021). Mutualism, an interactivist model, also predicts integration because interactions strengthen relations between processes (van der Maas et al., 2006, van der Maas et al., 2017. ...
General intelligence, g, is empirically well established, although its psychological nature is debated. Reductionists ascribe individual differences in g to basic processes, such as attention control and working memory. Interactionists strip g of any psychological process, postulating that it is an index of interactions between processes. Here we postulate that the cognitive profile of g varies at successive developmental phases according to the understanding priorities of each phase. This study combines a large cross-sectional sample of children from 6 to 12 years (N = 381) with a longitudinal sample tested twice (N = 109) to examine changes in the relations between attention control, working memory, and reasoning. A combination of structural equation modeling, differentiation modeling, and latent transition modeling demonstrated that g does change in development; at 6–8 years, g was primarily dominated by changes in attention control; at 9–12 years it was primarily dominated by changes in working memory. Developmental transitions in reasoning levels were driven by the process dominating in each phase. A theory is proposed integrating psychometric and developmental models of intelligence into a comprehensive system. A strong assumption of the theory is an ever-present central meaning-making core, noetron, involving Alignment, Abstraction, and Cognizance processes, is systematically transformed with age in differing developmental phenotypes.
... Earlier studies have indicated that there is a speed-capacity relationship whereby the faster you process relevant information, the more information you retain over a short period of time. In other words, less workspace in the WM is required with a faster processing speed (Case, 1985). ...
Previous studies have shown that children with Developmental Coordination Disorder (DCD)/Dyspraxia have poorer maths performance compared to their neurotypical (NT) counterparts. However, no studies have explored the cognitive and emotional factors affecting the maths performance of adults with DCD. This study, therefore, investigated the role of working memory (WM), maths anxiety (MAS), and maths self-efficacy on the maths performance of adults with DCD. We found that adults with DCD had lower WM and maths performance and were more maths anxious than their NT peers. However, there were no significant differences in maths self-efficacy. When looking at the predictors of maths performance, we found a positive relationship between WM resources and the DCD maths performance, possibly indicating that they relied more on WM resources to perform simple mental arithmetic tasks than NTs. On the other hand, MAS had an inverse relationship with the NT maths performance but not with the DCD performance. The reasons and implications of these findings will be discussed.
... These are the same working memory tests used by Morra (2005). They are consistent with the neo-Piagetian framework of this study (e.g., see Case, 1985), they have different content, and they are suitable for the whole age range of our participants. By averaging the scores in both tests, one can estimate the capacity of a central attentional resource that is at the core of working memory (see Morra, 1994); this domain-general attentional resource is called M capacity in some neo-Piagetian theories, which also define its scale of measurement (e.g., see Pascual-Leone & Johnson, 2021). ...
This article investigates children’s graphic representation of two complex motor skills, snowboarding and aikido, from the
perspective of drawing flexibility research. In particular, the role of working memory capacity in the development of drawing
flexibility is examined. A total of 127 children in the age range 5.7–11.9 years were shown short videos of snowboarding
and aikido and were required to make drawings of them. In addition, participants were administered Goodenough’s Drawa-
man Test (that measures the ability to draw detail and proportion in the human figure) and two working memory tests (the
Mr. Cucumber test and the Backward Digit Span). The snowboarding and aikido drawings were scored for 19 or 13 features, respectively, on which they could differ from the participant’s standard drawing of a person. The snowboarding and aikido scores were correlated, also controlling for age and Draw-a-man scores, indicating a common variance for drawing flexibility. The drawing flexibility scores increased with age, and were correlated with working memory capacity, also controlling for age and Draw-a-man scores. These results are consistent with a neo-Piagetian model of drawing flexibility development.
Detailed analyses are also provided on children’s production of stick figures and “transparencies,” and on the relation of each
single modified feature with age and working memory capacity.
... Fourth, and most closely related to the present research, infants under 1 year of age have been found to be able to imitate novel sequences of actions modeled by an adult to achieve a goal (e.g., Bauer & Mandler, 1992;Case, 1985;Meltzoff, 1988a). In a study by Meltzoff (1988b), 9-month-olds watched an adult perform a series of actions an three novel objects (e.g., pushing a button on a box to produce a beeping sound). ...
Four experiments were conducted to assess infants’ ability to solve isomorphic problems and to explore the nature of early representations. Ten- and 13-month-olds attempted to solve problems that required combining 2 subgoals to bring a toy (goal object) within reach. A problem-series paradigm was used in which 3 tasks differing in surface features but sharing common goal structures and similar solutions were presented. The results indicate that 13-month-olds transferred a modeled solution strategy across isomorphic problems, whereas 10-month-olds did so only after experiencing either multiple source problems or high perceptual similarity between problems. Comprehension of the relations between solution actions and outcome, and between tools and target object, appeared critical to transfer. The results suggest that 1-year-olds can construct relatively abstract and flexible mental representations and that analogical problem solving may be 1 of the major accomplishments during the 1st year of life.
... the short-term memory manipulations may also be rather different. Nevertheless, the results of the present study, in combination with the results of Hunt and his colleagues (Hunt et al., 1975), suggest that individual differences in facility of information retrieval from long-term memory and facility of information retention and manipulation in short-term memory (or working memory; Case, 1985) may be important processes for various ability dimensions and may be the processes underlying individual differences in such ability domains. ...
Unities in the processes involved in solving arithmetic problems of varying operations have been suggested by studies that have used both factor-analytic and information-processing methods. We designed the present study to investigate the convergence of mental processes assessed by paper-and-pencil measures defining the Numerical Facility factor and component processes for cognitive arithmetic identified by using chronometric techniques. A sample of 100 undergraduate students responded to 320 arithmetic problems in a true-false reaction-time (RT) verification paradigm and were administered a battery of ability measures spanning Numerical Facility, Perceptual Speed, and Spatial Relations factors. The 320 cognitive arithmetic problems comprised 80 problems of each of four types: simple addition, complex addition, simple multiplication, and complex multiplication. The information-processing results indicated that regression models that included a structural variable consistent with memory network retrieval of arithmetic facts were the best predictors of RT to each of the four types of arithmetic problems. The results also verified the effects of other elementary processes that are involved in the mental solving of arithmetic problems, including encoding of single digits and carrying to the next column for complex problems. The relation between process components and ability measures was examined by means of structural equation modeling. The final structural model revealed a strong direct relation between a factor subsuming efficiency of retrieval of arithmetic facts and of executing the carry operation and the traditional Numerical Facility factor. Furthermore, a moderate direct relation between a factor subsuming speed of encoding digits and decision and response times and the traditional Perceptual Speed factor was also found. No relation between structural variables representing cognitive arithmetic component processes and ability measures spanning the Spatial Relations factor was found. Results of the structural modeling support the conclusion that information retrieval from a network of arithmetic facts and execution of the carry operation are elementary component processes involved uniquely in the mental solving of arithmetic problems. Furthermore, individual differences in the speed of executing these two elementary component processes appear to underlie individual differences on ability measures that traditionally span the Numerical Facility factor. More generally, the present study provides evidence for continuity of intellectual abilities identified with the use of factor-analytic methods and elementary component processes isolated with the use of reaction-time techniques.
... Traditional stage theory has been criticised for failing to demonstrate that stages exist as anything more than random descriptions of observations of sequential changes in human behaviour (Boom, 2011;Cavanaugh & Blanchard-Fields, 2018;Kohlberg &Armon, 1984). Fischer, Hand, andRussell (1984), along with Case (1985) and Schneider, Niklas, and Schmiedeler (2014), have shown the problems of mistaking developmental sequences of behaviour with traditional concepts of stage development in the search for empirical evidence. The method of exploration of previous researchers focused on the sequential acquisition of behaviour, hoping this would demonstrate a cognitive growth. ...
Mainstream adult development theories focus on measuring accepted stages of cognitive complexity, without mention of the resultant behaviour or its cognitive foundation. It would seem from the literature that cognition and behaviour are separate areas of research. However, in the current study, the conventional wisdom of adult stage development by such researchers as Kegan and Laske, is questioned as their systems are deconstructed using fifty specific cognitive heuristics, never-before used in this context. This study disrupts the idea of stages as measures of development as it asks if an underlying and fundamental common denominator exists between all development theories that has not been investigated previously. The purely descriptive nature of existing stages is examined, and the behavioural descriptions scrutinised for potentially new cognitive beginnings. The findings are based on 8,266 in-depth self-report profiles that deconstruct a participant's thinking into 50 cognitive shortcuts to expose a scaled model of self-awareness that directly maps to Kegan's (1994) Levels of Adult Development as the benchmark system, and Laske's (2008) Constructive Developmental Framework. The result of this mapping is a unique and novel framework for determining an adult's cognitive complexity based on their level of self-awareness, called: Constructed Development Theory.
... À mesure que croît l'enfant, que ses connaissances de l'environnement et des facteurs externes prennent de l'ampleur, un renouvellement constant des structures a lieu, qui conduit graduellement à des connaissances plus sophistiquées et à une capacité accrue d'en acquérir. La théorie néo-piagétienne cherche à faire valoir la dimension fonctionnelle de la théorie du développement cognitif en montrant comment les facteurs environnementaux peuvent le favoriser ou l'inhiber (Biggs & Collis, 1982;Case, 1985;Pascual-Leone, 1988). ...
De nombreux parents de milieu socioéconomiquement faible tendent à offrir à leur jeune enfant très peu de soutien dans le développement des habiletés numériques. En conséquence, une vaste proportion de ces enfants risquent de ne pas avoir acquis une représentation intuitive des nombres quand ils arrivent au primaire, ce qui joue en défaveur des apprentissages scolaires. Nous avons évalué la valeur ajoutée d’un volet parental à un programme d’éveil aux mathématiques qui vise à stimuler l’intégration des concepts préalables à l’apprentissage des mathématiques chez les enfants de la prématernelle. Les résultats indiquent que les enfants ayant à la fois bénéficié du volet enfant et du volet parental ont développé une meilleure connaissance des nombres comparativement aux enfants ayant participé au programme sans l’implication de leurs parents, et ce, compte tenu des connaissances des nombres initiales des enfants. Toutefois, des résultats peu concluants ont été observés en comparant les enfants ayant bénéficié du volet parental (groupe expérimental) avec un deuxième groupe d’enfants ayant uniquement participé au volet enfant et dont les parents ne se sont jamais présentés aux ateliers auxquels ils s’étaient pourtant inscrits (groupe consentement-comparaison). Différents facteurs potentiels pouvant expliquer ces résultats sont discutés.
... Gifted students' use of time on DT tasks may be different because of their shorter reaction time to the task instructions (Duan et al., 2013) and longer task planning time (Davidson & Sternberg, 1984;Shore & Lazar, 1996). According to Case (1985), faster processing helps problem solving as fast processing of simple tasks allows for more time for complex tasks. This applies to DT because the ability to generate early ideas quickly leaves more time for generating ideas based on cognitive strategy use, which tends to happen later in the ideation process (Gilhooly et al., 2007). ...
Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the type of instruction given (standard vs. hybrid "be fluent AND original") and time-on-task. The current study aimed to examine the effect of instructions and time-on-task on divergent thinking performance in gifted and non-gifted students in a 2 [gifted versus non-gifted] × 2 [standard versus hybrid instructions] design. The results showed that gifted students outperformed non-gifted students in fluency, while no significant difference was found between the two groups in originality. Creativity instructions improved both originality and fluency scores in verbal but not figural tests. As for time-on-task, gifted students took more time when completing DT tests as well as when they were given explicit instructions to "be creative." Implications for gifted identification are discussed.
... In MobiKid Pilot study (Fredrikson, & Paananen, 2008), mobile software applications for young children were developed and tested. The pedagogical design was formed on the model of musical development (Paananen, 2003), and Case's (1985) IP developmental mechanism. In MobiKid, the stages of decision-making were represented as polar event structures, which in turn form simple chains (back and forth). ...
The present study is a part of EU FP7 UMSIC project 2008-2011, in which software JamMo has been designed for Nokia N900 Internet tablet. JamMo aims at child-centred ubiquitous music making and sharing of music. It is designed playful for children aged 3–6 years and game-based for children aged 7–12 years, including those at risk of marginalisation, such as children with moderate learning difficulties (ADHD), and children who are immigrant. In this study, a ubiquitous learning environment (UMLE) JamMo design for musical collaboration and creative music making to foster social inclusion is presented. The multi-staged design process including a summary of requirements for development and learning is described, as well as JamMo Composition Games 3-6, and JamMo 7-12, focusing in the playful and game-based features, UMLE scenarios, as well as the features of inclusive education of these learning environments.
... At the early to middle childhood period, children show some abilities to coordinate previously compartmentalized concepts [15,16]. For example they can form a category relating a number of their competencies, such as good at running, good at jumping, good at climbing, to one another. ...
The study attempts to understand how self evaluation in the child changes across differing periods of childhood and the interrelation between children’s perceived competence and the perception of the father in the four selected domains of competence. The study tested children’s perceptions of self competence, the father’s perception of the child’s competence and vocational aspirations. Ninety children from three occupational groups (thirty in each) rated themselves in four domains of competence- cognitive, social, physical and general self worth. The father of each child was also required to rate his child in the four domains of competence. Children’s ratings of self competence increased with age in the cognitive, social and general self worth domains of competence indicating better perceptions of self efficacy with development. Children in the business sector had higher ratings of self competence as compared to children in the service or skilled occupations. Father’s perception of their children did not differ with age or occupation in all domains of competence, except for self worth ratings of the child, which increased with age. The results indicated that with increasing age children’s perceptions of themselves become more veridical with the views of their father as indicated by the more number of significant correlations amongst children at the beginning of late childhood.
... Piaget (1970) emphasized reasoning and underlying logical mechanisms, ignoring executive or processing functions. Post-Piagetians emphasized the later functions, underestimating reasoning or awareness processes (e.g., Case, 1985;Halford, 2014). Theory of mind (e.g., Wellman, 2014) and metacognition theories (Efklides, 2008;Flavell, 1979) focused on awareness and underestimated the rest. ...
In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%-5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
... These features are important because planning travel routes can require more than primary representations when it involves the relations between objects in space. Spatial cognition about object-object relations is considered to require secondary representation, i.e. rudimentary metarepresentation (Case, 1985;Langer, 1996;Byrne and Russon, 1998). Some of the orangutan evidence supports this interpretation over the alternative of routes defined by primary representations generated from past travel experiences, including: handling errors online then resuming travel along the same trajectory, using peeking 9780521761857c14_p258-302.indd 299 9/8/2011 5:47:23 PM and groping as tactics in the service of elaborate eye-covering travel, and facultative use of cheating tactics (i.e. ...
The Arashiyama group of Japanese macaques holds a distinguished place in primatology as one of the longest continuously studied non-human primate populations in the world. The resulting long-term data provide a unique resource for researchers, allowing them to move beyond cross-sectional studies to tackle larger issues involving individual, matrilineal and group histories. This book presents an overview of the scope and magnitude of research topics and management efforts that have been conducted on this population for several decades, covering not only the original troop living around Kyoto, Japan, but also the two subgroups that were translocated to Texas, USA and Montreal, Canada. The chapters encompass topics including life history, sexual, social and cultural behaviour and ecology, giving an insight into the range of current primatological research. The contributors underscore the historic value of the Arashiyama macaques and showcase new and significant research findings that highlight their continuing importance to primatology.
... Óôçí êáôåýèõíóç áõôÞ êéíïýíôáé ïé íåï-ðéáaeåôéêÝò èåùñßåò (ð.÷. Case, 1985). Åðßóçò, áðü ôï ßäéï ñåýìá ôïíßóôçêå ç óçìáóßá ôçò Ç ÁÍÁÐÔÕÎÉÁÊÇ ØÕ×ÏËÏÃÉÁ ÓÔÇÍ ÅÊÐÁÉÄÅÕÓÇ ÔÙÍ ÅÊÐÁÉÄÅÕÔÉÊÙÍ ìåôáãíþóçò, ôùí ðñáêôéêþí äéáëüãïõ êáé óõëëïãéêÞò åñìçíåßáò, ôçò ãíþóçò ôùí èåùñéþí ôïõ íïõ êáé ôçò åðéóôçìïëïãßáò ôïõ ðáéäéïý ê.ëð. ...
... Piaget (1970) emphasized reasoning and underlying logical mechanisms, ignoring executive or processing functions. Post-Piagetians emphasized the later functions, underestimating reasoning or awareness processes (e.g., Case, 1985;Halford, 2014). Theory of mind (e.g., Wellman, 2014) and metacognition theories (Efklides, 2008;Flavell, 1979) focused on awareness and underestimated the rest. ...
In this article, existing research investigating how school performance relates to cognitive, self-awareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: 1) All processes are highly predictive of school achievement if measured alone, each accounting for ~20% of its variance; 2) When measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ~50%), drastically absorbing self-concepts and personality dispositions that drop to ~3-5%; and 3) Predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (~85%); fluid intelligence, language, and working memory in primary school (~53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (~70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively.
... Поред уочених стратегија, постојала су и деца која нису имала стратегију или нису знала да одговоре. Резултати истраживања потврђују претходне теорије когнитивног развоја (Halford, 1988(Halford, , 1992(Halford, , 1993Case, 1985Case, , 1992Resnick, 1987) будући да је задатак директног упоређивања успешно урадило више од половине деце узраста 5-6 година, насупрот задатку који је захтевао употребу стандардних средстава и који је представљао потешкоћу и за старију децу. Приметно је да је на узрастима 6-7 и 7-8 година доминанта неправилна употреба произвољног инструмента (средства), при чему разлог за ову појаву аутори траже у самом курикулуму. ...
Measuring length is an integrative part of everyday life. Understanding the
procedure of measuring length contributes to the conceptual understanding of measurement, which includes measuring area and volume. Measuring, and thus measuring length, is one of the terms that connects mathematics not only with everyday life, but also with other mathematical areas such as geometry, numbers, statistics, etc. The importance of understanding and developing the concept of measuring length is evidenced by the fact that it is an integral and very important part of many curricula related to preschool education. Of course, measuring length at preschool age implies processes, strategies and measuring instruments that are adapted to the developmental level of children that age. The paper presents the theoretical and methodological foundations of length measurement, development theory of length measurement, as well as a systematic review of length measurement strategies used in preschool age.
... It is not clear whether developmental changes in executive function and the emergence of rule-based thinking affected children's causal explanation (as discussed Vosniadou and Brewer, 1987;Demetriou et al., 2010). Similarly, the effect of uneven conceptual development in different domains (Case, 1985;Demetriou et al., 1993Demetriou et al., , 2002Carey, 2011), or slowly developing abilities playing a role in scientific reasoning (Dunbar and Klahr, 1988;Kuhn et al., 1988;Klahr, 2000;Klahr and Nigam, 2004;Dean and Kuhn, 2007;Kuhn, 2007;Zimmerman, 2007) warrant further exploration. Although the argument cannot be taken further on these points, the data here suggest that children's ability to coordinate observed variables with unobserved variants in natural phenomena develops toward late childhood as an important component of the quality of their causal explanations. ...
To what extent general intelligence mechanisms are associated with causal thinking is unclear. There has been little work done experimentally to determine which developing cognitive capacities help to integrate causal knowledge into explicit systems. To investigate this neglected aspect of development, 138 children aged 5–11 studying at mainstream primary schools completed a battery of three intelligence tests: one investigating verbal ability (WASI vocabulary), another looking at verbal analogical (Verbal Analogies subset of the WRIT), and a third assessing non-verbal/fluid reasoning (WASI block design). Children were also interviewed over the course of three causal tasks (sinking, absorption, and solution), with the results showing that the developmental paths exhibited uneven profiles across the three causal phenomena. Children consistently found that explaining solution, where substances disappeared toward the end of the process, was more challenging. The confirmatory factor analyses suggested that the impact of cognitive ability factor in explicitly identifying causal relations was large. The proportion of the direct effect of general intelligence was 66% and it subsumed the variances of both verbal measures. Of this, 37% was the indirect effect of age. Fluid reasoning explained a further 28% of the variance, playing a unique role in causal explanation. The results suggested that, overall, cognitive abilities are substantially related to causal reasoning, but not entirely due to developmental differences in “g” during the age periods studied.
... 1980s research stressed the contribution of prior knowledge to memory performance (Chi, 1978). Around the same time, many researchers suggested that the maturation of information-processing abilitysimilar to modern ideas of working memorywas a driver of memory development (Case, 1985). The 1990s saw a surge of research assessing practical issues, including children's reliability as court witnesses (Ceci & Bruck, 1993). ...
... Vygotsky also refers to the existing ZPD (Zone of Proximal Development) gap between the learning outcomes of an individual student, and the learning outcomes, which are the result of social interactions that lead to the narrowing of this gap. The social interactions are based on a relationship between the learner and an adult or on a relationship created between the learner and his peers with different knowledge and/or skills that allow the creation of mediation that helps reduce ZPD (Case, 1985;Vygotskiĭ, 1978). PT is an example of a teaching method based on this theory. ...
... Various studies that explored the development of proportional reasoning have reported mixed results. Some earlier studies Case (1985) identified proportional thinking as a lateemerging thinking process after the age of 11. Möhring et al. (2015) reported that children of ages 3 years and 10 months to 4 years and 10 months were capable of distributing a set of objects equally among a small number of people, although they did not have a deep understanding of fractions. ...
Agents in a learning environment can have various roles and social behaviours that can influence the goals and motivation of the learners in distinct ways. Self-regulated learning (SRL) is a comprehensive conceptual framework that encapsulates the cognitive, metacognitive, behavioural, motivational and affective aspects of learning and entails the processes of goal setting, monitoring progress, analyzing feedback, adjustment of goals and actions by the learner. In this thesis, we present a multi-agent learning interaction involving various pedagogical agent roles aiming to improve the self-regulation of the learner while engaging in a socially shared learning activity. We used distinct roles of agents, defined by their social attitudes and competence characteristics, to deliver specific regulation scaffolding strategies for the learner. The methodology followed in this Thesis started with the definition of pedagogical agent roles in a socially shared regulation context and the development of a collaborative learning task to facilitate self-regulation. Based on the learning task framework, we proposed a shared learning interaction consisting of a tutor agent providing external regulation support focusing on the performance of the learner and a peer agent demonstrating co-regulation strategies to promote self-regulation in the learner. A series of user studies have been conducted to understand the learner perceptions about the agent roles, related behaviours and the learning task. Altogether, the work presented in this thesis explores how various roles of agents can be utilised in providing regulation scaffolding to the learners in a socially shared learning context.
... 1980s research stressed the contribution of prior knowledge to memory performance (Chi, 1978). Around the same time, many researchers suggested that the maturation of information-processing abilitysimilar to modern ideas of working memorywas a driver of memory development (Case, 1985). The 1990s saw a surge of research assessing practical issues, including children's reliability as court witnesses (Ceci & Bruck, 1993). ...
In this chapter, we review and discuss the often paradoxical-seeming nature of children's visual memory development. Typically, as adults, we tend to be skeptical of young children's memory reports, and adults and older children generally outperform younger children in lab-based memory tasks. However, paradoxically, some studies suggest that infants can hold as many items in visual working memory as the average young adult, when tested using age-appropriate paradigms. To begin to resolve this paradox, we discuss some of the creative methods used to measure memory ability from infancy to adulthood, while attempting to prevent confounds associated with the concurrent development of other cognitive, social, and linguistic skills. Then, we discuss the potential reasons driving the observed improvements in visual memory ability across childhood, including increased representational richness (i.e., the ability to remember more precise, detailed representations) and development in the ability to actively maintain memoranda, including efficient attention allocation and active rehearsal of information. Finally, we examine how visual working memory capacity may improve partly because of increased long-term knowledge, and, conversely, how working memory capacity limitations may create a bottleneck for long-term memory accumulation.
Note: This is a preprint of a book chapter. There could be minor changes to the final version so please do not quote directly. A final version of this chapter will appear in Visual Memory, Edited by Timothy F. Brady and Wilma A. Bainbridge as part of the Frontiers of Cognitive Psychology Series (Editors: Nelson Cowan and David A. Balota).
... Differences in children's problem-solving abilities can often be explained not by cognitive-processing abilities that emerge only as they get older, but by considering the particulars of the situation: children's success in solving problems is greatly influenced by the different ways and contexts in which problems can appear [20]. For example, infants as young as 12 months can imitate an adult solving a modified balance-scale problem [21], and even 2-year-olds can solve the balance-scale problem when it is simplified [22]. Later research showed that when provided with opportunities to practice in a non-traditional way, older children are less likely to misconceive a problem involving a commonly misunderstood concept such as equivalence in math equations [23]. ...
In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K–12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure preschool children’s learning and their application of problem-solving skills, namely, the steps of the engineering design process (EDP). The instrument, Engineering Preschool Children Observation Tool (EPCOT), was intended to evaluate the frequencies of problem-solving behaviors and use of EDP-related vocabulary by observing preschoolers engaged with the Seeds of STEM eight-unit curriculum in the classroom. In this paper, we describe the development process and revision of EPCOT, its current constructs, and present descriptive findings from using the tool in a pilot study with sixteen classrooms: eight intervention classrooms who received the entire curriculum, and eight comparison classrooms who received only the eighth unit of the curriculum (to enable comparison). We found that, out of 34 possible behaviors across the problem-solving process, children in all classrooms engaged in 31 unique problem-solving behaviors, suggesting that preschool children are indeed capable of meaningfully engaging in solving problems. We also observed a trend that children who were exposed to more of the curriculum (the intervention group) produced more novel vocabulary words than those in the comparison group, who tended to repeat vocabulary words. Since EPCOT was developed in alignment with state and national standards, we believe it has the potential to be used with other early childhood engineering/problem-solving curricula.
... The manipulation of interim results during calculation would also be controlled by the central executive (Fü rst & Hitch, 2000). The fact that the central executive is needed to monitor the number just said and the next count (e.g., Case, 1985;Hecht, 2002;Logie & Baddeley, 1987) may explain why counting needed even more executive resources than transformation did. Keeping track of counted and to-be-counted items and keeping track of one's progress in a counting sequence indeed places demands on the central executive (Ashcraft, 1995). ...
In this dissertation I study how cultural, historical, and linguistic Kongo references have been mobilized for emancipatory purposes throughout Kinshasa’s history. According to MacGaffey (2016: 159), Kongo remains an “ill-defined” identity, sometimes understood as an ethnicity, a kingdom, a culture, or a region. The historical legacy of the well-documented, precolonial African polity of the Kongo Kingdom, Kongo dia Ntotila, indeed plays an important role in the imagination of a shared Kongo past in which linguistic and national unity are said to have thrived. More recent Kongo actors, such as the prophet Simon Kimbangu (1889/1890-1951) and the DR Congo’s first president, Joseph Kasa-Vubu (1917-1969), too, contribute to what in this dissertation is called ‘the (Ki)Kongo repertoire’: a popular set of references consisting of language (Kikongo) but of also a proud belonging to the imagined community of Ne Kongo or Bena Kongo – the dignified descendants of the Kongo Kingdom –, based on imaginations of a shared history, cultural patterns, moral norms, and references to important Kongo individuals. Based on archival research, literature, digital sources, and a total of eight months of ethnographic fieldwork in Kinshasa, I argue that the (Ki)Kongo repertoire is an important source of counterhegemonic collective self-making in Kinshasa. The targets of its counterhegemonic use are multiple but to a large extent mutually related: missionary paternalism, colonial governance, and those who collaborated with it until 1960; Mobutu’s and Kabila’s regimes, ‘immoral’ urbanity, Christianity, and the unfulfilled promises of ‘modernity’ after 1960. The hegemonic position of the ‘the killer language’ Lingala, runs through that history as a linguistic leitmotif. The dissertation first explores Kinshasa’s amplified ambiances and its anti-colonial political Kongo history of the 1950s. It then singles out three spheres in which counterhegemonic (Ki)Kongo meaning making are at play: the production of political memory, the competition among the city’s many religious actors, and the quest for authenticity and patronage in Kinshasa’s music scene. The result is a Kinshasa-centered ethnography of historical Kongo imagination with particular attention for language and its acoustic features.
Measuring length is an integrative part of everyday life. Understanding the procedure of measuring length contributes to the conceptual understanding of measurement, which includes measuring area and volume. Measuring, and thus measuring length, is one of the terms that connects mathematics not only with everyday life, but also with other mathematical areas such as geometry, numbers, statistics, etc. The importance of understanding and developing the concept of measuring length is evidenced by the fact that it is an integral and very important part of many curricula related to preschool education. Of course, measuring length at preschool age implies processes, strategies and measuring instruments that are adapted to the developmental level of children that age. The paper presents the theoretical and methodological foundations of length measurement, development theory of length measurement, as well as a systematic review of length measurement strategies used in preschool age.
Background
Autism Spectrum Disorder (ASD) is often associated with deficits in Working Memory Capacity (WMC) and Executive Functions (EFs), as early as the first years of life. Research has shown that, even young children with ASD, WMC and EF deficits can be effectively addressed through interventions employing digital and/or analogical tools. Early intervention is important because executive dysfunction can negatively impact on the quality of life, both of children and their families. However, very few studies have been carried out involving intervention with pre-schoolers with ASD. To fill this gap, we developed an intervention that promotes pre-schoolers’ WMC and EFs by employing both digital apps and analogical playful activities. This study reports on the feasibility of this intervention, which was carried out in a rehabilitative context.
Methods
A male pre-schooler diagnosed with ASD was engaged in a total of 17 intervention sessions, all held in a clinical context, over a nine-week period. Outcomes were measured using a battery of pre- and post-treatment tasks focusing on WMC, EFs and receptive language. The clinician who administered the intervention made written observations and noted any improvements in the child’s performance emerging from the digital and analogical activities.
Results
The pre- and post-test scores for the cognitive tasks revealed qualitative improvements in the following cognitive domains: (a) WMC in the language receptive domain; (b) updating in WMC; (c) inhibition, specifically concerning control of motor response; (d) receptive vocabulary. Furthermore, when monitoring the child’s performance, the clinician noted improvement in almost all the playful activities. Particularly notable improvements were observed in interaction with the apps, which the child appeared to find very motivating.
Conclusion
This study supports feasibility of a playful digital-analogical intervention conducted by a clinician in a rehabilitation context to promote cognitive abilities in pre-schoolers with ASD. Further studies are needed to establish whether the intervention’s effectiveness can be generalized to a broad sample of children with ASD.
One important problem in current cognitive development research is the lack of theory. In this article, therefore, we propose a cognitive development theory based on mathematical structures. Specifically, we first focus on the concept of structure, which is the concept Piaget introduced to cognitive developmental research. Piaget’s theory was mainly inspired by mathematical group and lattice, but many concepts Piaget himself invented (e.g., grouping) were difficult to deal with in a mathematically rigorous manner. Therefore, here, the authors recapture some of the concepts proposed by Piaget in a mathematically understandable form based on the concept of mathematical category, a generalization of the group. Furthermore, we would like to introduce cognitive developmental research on structural concepts since Piaget and suggest directions for future research.
Ein Ansatz zur Differenzialdiagnostik basaler Funktionen des Arbeitsgedächtnisses, der im Kontext der förderungsorientierten sonderpädagogischen Diagnostik entwickelt wurde, wird vorgestellt. Zunächst werden die diesem Ansatz zugrunde gelegten Modellvorstellungen zum Arbeitsgedächtnis skizziert, und es wird begründet, warum von einer Differenzialdiagnostik in diesem Bereich ein wichtiger förderdiagnostischer Beitrag erwartet wird. Dabei wird die Relevanz des Arbeitsgedächtnisses für kognitive Leistungsstörungen erörtert. An zwei Beispielen (Dysgrammatismus und phonologisches Arbeitsgedächtnis) wird zu zeigen versucht, dass eine differenzielle Diagnostik basaler Funktionen des Arbeitsgedächtnisses für die Zukunft der diagnostischen Feststellung eines sonderpädagogischen Förderbedarfs von zentraler Bedeutung ist.
The aim of the current research is to identify the effectiveness of an educational-learning program according to the anchors of learning in the mathematical skills of fifth grade female students, and to verify the goal of the research, the following zero hypothesis was put: (There is no statistically significant difference at the level of significance (0.05) between the mean The scores of the students of the experimental group who will study according to the educational-learning program and the average scores of the students of the control group who study according to the usual method of teaching in the post-test in mathematical skills). The experiment was applied to a sample of 52 female students from Hatem Al-Taie Elementary School of the Baghdad Education Directorate, Al-Rusafa, with (26) female students in the experimental group and (26) female students in the control group, and a mathematical skills acquisition test consisting of objective paragraphs (Multiple choice) with (30) items and essay questions with (15) items. Its validity, stability and psychometric characteristics were verified. The results showed by using statistical analysis the superiority of the students of the experimental group who studied in the educational-learning program according to the learning anchors over the students of the control group who studied in the usual way. In the mathematical skills acquisition test and in the light of the research results, a number of conclusions and recommendations were reached.
The objective of the current research is to identify" The Effective of an Educational-learning program according to learning anchors in acquiring mathematical concepts for fifth grade female students" ,to verify the goal of the research, the following zero hypothesis was developed : (there is no statistically significant difference at the level of significance (0.05) between the average grades of students of the experimental group who will study according to the educational-learning program and the average grades of students of the control group who study according to the usual method of teaching in the dimensional test in the acquisition of mathematical concepts) The experiment was applied to a sample of 55 students from the school of Hatem al-Taie Primary School of the Directorate of Education Baghdad Rusafa first, by(26) students in the experimental group and (29) students in the control group, prepared a test to acquire mathematical concepts levels (definition , distinction, Application) consisting of 57 paragraphs of the type of multiple choice and was verified truthfulness and stability and characteristics of psychometric and showed the results using statistical analysis superiority of the students of the experimental group who studied the educational program learning according to the learning reporters on the students of the control group who studied in the usual way in the test of the acquisition of concepts and in the light of these results were reached a number of conclusions and recommendations .
Les études concernant les fonctions exécutives (FE) chez les enfants concernent rarement les populations des pays du Moyen-Orient et d'Afrique du Nord. Dans ce contexte, cette thèse visait à adapter des tâches de la batterie Fonction Exécutive chez l’Enfant (FÉE) à la culture marocaine et à fournir des données normatives préliminaires sur le développement de quatre processus exécutifs communément identifiés que sont l’inhibition, la mémoire de travail, la flexibilité cognitive et la planification. Dans cette perspective, nous avons 1) réalisé une procédure d’adaptation de la batterie FÉE de type Translation-Backtranslation et 2) analysé les trajectoires du développement exécutif auprès de 115 enfants Marocains d’âge scolaire. L’effet du genre, du niveau d’éducation parentale, et du multilinguisme a également été examiné.Les résultats ont montré que les étapes d'adaptation ont été suffisantes pour la bonne compréhension des épreuves par les enfants marocains. Un effet global de l'âge sur les performances exécutives a été constaté. S’agissant du genre et du niveau d'éducation des parents, l’analyse n’a pas montré d’effet sur les résultats aux tâches exécutives. Concernant le multilinguisme, un effet sur les performances de chaque processus exécutif a été constaté, avec de meilleurs résultats pour les enfants multilingues par rapport à leurs pairs bilingues. Dans l'ensemble, les données suggèrent un développement progressif des FE chez l’enfant marocain. Du fait de la rareté des outils validés, cette thèse permet de contribuer à l’émergence de la neuropsychologie au Maroc et de favoriser par la suite un meilleur dépistage des troubles exécutifs et un accompagnement adéquat de l’enfant.
This article summarizes a comprehensive theory of intellectual organization and growth. The theory specifies a common core of processes (Abstraction, representational Alignment, and Cognizance, i.e., AACog) underlying inference and meaning making. AACog develops over four reconceptualization cycles (episodic representations, representations, rule-based concepts, and principle-based concepts starting at birth, 2, 6, and 11 years, respectively) with two phases in each (production of new mental units and alignment). This sequence relates with changes in processing efficiency and working memory in overlapping cycles such that relations with efficiency are high in the production phases and relations with WM are high in the alignment phases over all cycles. Reconceptualization is self-propelled because AACog continuously generates new mental content expressed in representations of increasing inclusiveness and resolution. Each cycle culminates into insight about the cycle’s representations and underlying inferential processes that is expressed into executive programs of increasing flexibility. Learning addressed to this insight accelerates the course of reconceptualization. Individual differences in intellectual growth are related to both the state of this core and its interaction with different cognitively primary domains (e.g., categorical, quantitative, spatial cognition, etc.). The relations between this theory and brain research are discussed.
Structural construction and structural abstraction: Two embedded developmental paths
Cognitive developmental models have typically to cope with the challenge to coordinate the description of general competences with the actual variability of contexts where they are required. The present proposals consider the cognitive structures not as some general competences which have to be effective in any case, but as meaningful organizations of knowledge. Starting from an analysis of cognitive functioning with two levels (the present focus of processing and the underlying implicit knowledge), two developmental pathways are proposed: the structural abstraction process which transforms the focus of processing, and the structural construction which improves the organization of knowledge for semantic reasons. These pathways are viewed as embedded (one being grounded on the other one) and alternating. Their identification is based on evidence that numerous authors have obtained. Some correspondences with other developmental models are underlined, mainly semantic networks, theories of explicitness and of analogy, ideas which highlight the importance of functioning (actions and interactions) as the actual scene of developmental change.
This second chapter of the book elucidates with much detail the present neo-stage model of development, which consists of 5 stages × 5 cyclically recurring Neo-Piagetian substages (25 lifespan steps in development). It constitutes the core model of the present book. The model was developed partly based on competing Neo-Piagetian models, and they are explained, as well. The data in the field, for example, for the other models, provides support for the author’s model. The model was extended into a Neo-Eriksonian model, as well, by inserting Erikson’s 8 stages into the new 25-step Neo-Piagetian model and creating 17 additional steps by considering both the characteristics of the Neo-Piagetian step associated with each one and the Eriksonian steps both before and after each one. The chapter shows the extension of the model. The chapter elaborates on the critical causality concept of the book of activation-inhibition coordination.
According to Pascual-Leone, an important component of field independence and/or analytic intelligence is the tendency to use a large central computing space in approaching a cognitive task. The present study provided a preliminary test of this hypothesis. 7 tests were administered to 43 8-year-olds: 4 analytic field measures, 2 measures of central computing space, and 1 attention-concentration item with a high demand for central computing space. When submitted to factor analysis, the correlation matrix revealed essentially the pattern predicted on the basis of Pascual-Leone's model: 2 distinct yet substantially correlated factors emerged, with the first 4 measures showing significant loadings only on the first factor, and the last 3 measures showing significant loadings only on the second. The results were interpreted as providing preliminary support for Pascual-Leone's position, and as suggesting implications for research in cognitive development, education, and neuropsychology.
