What are some of the competencies that are commonly used in children's learning?

These competencies pertain to understanding cause-effect relations, physical truisms, or mathematical operations, to name just a few (e.g., see Bremner & Fogel,Current Topics in Children's Learning and Cognition 462004, for a summary).

Why is it difficult to determine the developmental trajectory of scientific reasoning?

Determining the developmental trajectory of scientific reasoning has been challenging, in part because scientific reasoning is not a unitary construct.

What is the role of cultural supports in the development of scientific reasoning?

To illustrate, early work by Siegler and Liebert (1975) includes both an instructional context (a control condition plus two types of instruction: conceptual framework, and conceptual framework plus analogs) and the role of cultural supports.

What is the difference between the tasks used to study the development of scientific reasoning in older children?

In contrast, the tasks used to study the development of scientific reasoning in older children (and adults) are more demanding and focused on hypothetico-deductive reasoning; they include more variables, involve more complex causal structures, require varying levels of domain knowledge, and are negotiated across much longer time scales.

Open AccessBook10.5772/1162

Current Topics in Children's Learning and Cognition

Heidi Kloos, +2 more

- 14 Nov 2012

TL;DR: Learning in Cognitive Niches as discussed by the authors : Using the Dynamics of a Person-Context System to Describe Children's Understanding of Air Pressure, Steen, Steffie Van der; Steenbeek, Henderien; Geert, Paul Van; and Kloos, Heidi.

Abstract: Learning in Cognitive Niches / Gerhardt, Ana Flavia Lopes Magela -- Using the Dynamics of a Person-Context System to Describe Children’s Understanding of Air Pressure / Steen, Steffie Van der; Steenbeek, Henderien; Geert, Paul Van -- Preschoolers Learning Science: Myth or Reality? / Kloos, Heidi; Baker, Heather; Luken, Eleanor; Brown, Rhonda; Pfeiffer, David; Carr, Victoria -- The Emergence of Scientific Reasoning / Morris, Bradley J.; Croker, Steve; Masnick, Amy M.; Zimmerman, Corinne -- Cognition and the Child Witness : Understanding the Impact of Cognitive Development in Forensic Contexts / Segovia, Daisy A.; Crossman, Angela M. -- Beyond the Black-and-White of Autism : How Cognitive Performance Varies with Context / Amaral, Joseph L.; Collins, Susan; Bohache, Kevin T.; Kloos, Heidi -- Psychological Fitness in Young Adult Video Game Players / Pokorski, Mieczyslaw; Borecki, Lukasz; Jernajczyk, Urszula -- The Impact of Moving Away from Home on Undergraduate Metacognitive Development / Downing, Kevin

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Most frequently asked questions

1. What are the three main types of processes that take shape in the stream of consciousness of the participants?

acting and thinking are conscious processes that take a particular shape in the stream of consciousness of the participants, such as a child and the researcher (van Gelder, 1995; 1998).

2. What is the advantage of a dynamic systems approach to the study of understanding?

The advantage of a dynamic systems approach to the study of understanding is that it makes the development of understanding more transparent and no longer limited to an invisible process inside the individual learner (Van Geert & Fischer, 2009).

3. What is the main reason why the mind is biased towards perceiving order?

the mind is biased towards perceiving order, making it difficult to perceive disorder, missing information, or gaps (cf., e.g., Quinn, Eimas, & Rosenkrantz, 1993).

4. What can be done to help us understand the concept of cognition in a situated becoming?

It can help us assume cognition in a situated becoming, where things constitute an intersubjective flow of negotiation and (re)semiotization of the structuring features of their cognitive construals of the world.

Citations

•Journal Article•10.1038/193918A0

Development and Learning

Kathleen M. Hawkins

- 01 Mar 1962

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TL;DR: Tanner as discussed by the authors discusses the educational and physical growth implications of the study of children's growth for educational theory and practice, and proposes a framework for children's education and physical development.

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Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

Hope K. Gerde, +3 more

- 02 Jan 2018

- Early Education and Development

TL;DR: This paper found that teachers' self-efficacy for science, but not literacy or math, was highest for literacy, significantly lower for science and lowest for math, while teachers engaged in literacy far more than science, contained a modest amount of science materials and their instructional support of science was low.

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Teaching the control-of-variables strategy: A meta-analysis

Martin Schwichow, +4 more

- 01 Mar 2016

- Developmental Review

TL;DR: In this article, a meta-analysis summarizes the findings from 72 intervention studies at least partly designed to increase students' control-of-variables skills (CVS) skills.

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The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory

Susanne Koerber, +4 more

- 01 Jan 2015

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TL;DR: Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills.

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Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning.

Susanne Koerber, +1 more

- 09 Jun 2019

- Journal of Cognition and Development

TL;DR: Early scientific thinking in kindergarten (6-year-olds) was investigated in a large study involving 227 participants as mentioned in this paper, where individual differences across three scientific-thinking groups were investigated.

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References

Journal Article•10.1006/JECP.2000.2627

Executive control within strategic deception : A window on early cognitive development?

Suzanne Hala, +1 more

- 01 Oct 2001

- Journal of Experimental Child Psychology

TL;DR: The results of the studies reported here argue for executive factors playing a substantial role in the development of strategic deception.

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Journal Article•10.1006/JECP.2001.2648

Reducing child witnesses' false reports of misinformation from parents.

Debra A. Poole, +1 more

- 01 Feb 2002

- Journal of Experimental Child Psychology

TL;DR: A transition between 3 and 8 years of age in the strategic use of source-monitoring information to support verbal reports is suggested, such that only 7- and 8-year-olds generalize training to a difficult memory task that does not include mention of specific alternative sources.

...read moreread less

Journal Article•10.1080/13506280344000437

Face processing in high-functioning adolescents with autism: Evidence for weak central coherence

Beatriz López, +3 more

- 01 Aug 2004

- Visual Cognition

TL;DR: For example, this article found that cueing generated a whole face advantage for individuals with autism, while uncued stimuli showed no difference between whole face and feature matching, which suggests that a lack of holistic processing in face processing can be moderated with cueing.

...read moreread less

Journal Article•10.1006/COGP.1993.1003

Heuristics for scientific experimentation: a developmental study.

David Klahr, +2 more

- 01 Jan 1993

- Cognitive Psychology

TL;DR: An investigation of developmental differences in the search constraint heuristics used in scientific reasoning finds that adults appear to use domain-general skills that go beyond the logic of confirmation and disconfirmation and deal with the coordination of search in two spaces: a space of hypotheses and aspace of experiments.

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Soft-Assembled Mechanisms for the Unified Theory

Heidi Kloos, +1 more

- 01 Jan 2009

TL;DR: It is argued in this chapter that connectionist and dynamic systems models complement each other and collectively move toward a unified theory of development if they subscribe to the second view of mechanism, one that treats behavior as soft assembled in the immediate context.

...read moreread less

...

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Current Topics in Children's Learning and Cognition

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AI Agents for this Paper

Most frequently asked questions

1. What are the three main types of processes that take shape in the stream of consciousness of the participants?

2. What is the advantage of a dynamic systems approach to the study of understanding?

3. What is the main reason why the mind is biased towards perceiving order?

4. What can be done to help us understand the concept of cognition in a situated becoming?

5. What are some of the competencies that are commonly used in children's learning?

6. Why is it difficult to determine the developmental trajectory of scientific reasoning?

7. What is the role of cultural supports in the development of scientific reasoning?

8. What is the difference between the tasks used to study the development of scientific reasoning in older children?

Citations

Development and Learning

Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

Teaching the control-of-variables strategy: A meta-analysis

The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory

Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning.

References

Executive control within strategic deception : A window on early cognitive development?

Reducing child witnesses' false reports of misinformation from parents.

Face processing in high-functioning adolescents with autism: Evidence for weak central coherence

Heuristics for scientific experimentation: a developmental study.

Soft-Assembled Mechanisms for the Unified Theory

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