Based on examples taken from a collaborative research study investigating contextual elements that contribute to a positive learning/teaching experience for all participants as a result of the incorporation of music and other art forms into the language arts curriculum, this paper describes mediation situations faced by the researcher in an effort to take under consideration the needs of the re...

When reading current research, one is overwhelmed by the proliferation of “new” theories of the reading process. The purpose of this paper is to present the prevailing theories of reading comprehension, to examine their similarities and differences, and determine whether they are distinctly different or represent a general theory of cognitive development specifically applied to reading. THEORIE...

Research on the early development of fundamental cognitive and language capacities has focused almost exclusively on infants from middle-class families, excluding children living in poverty who may experience less cognitive stimulation in the first years of life. Ignoring such differences limits our ability to discover the potentially powerful contributions of environmental support to the ontog...

Introduction: Performance variation is one of the main challenges that BCIs are confronted with, when being used over extended periods of time. Several methods have been proposed to find correlates of performance variation for sensorimotor rhythms EEG-based BCIs [1]. However, they typically focus on assessing performance variations within the same day or session, and do not use this information...

British adults who were born small for gestational age (birthweight below the fifth percentile for age at birth) in 1970 have academic difficulties that persist into adolescence. As young adults their professional and economic attainment was found to be lower than that of those born at normal birthweight. These results were obtained in the largest study to date on the long-term educational and ...

Child chronic undernutrition, as measured by stunting, is prevalent in low- and middle-income countries and is among the major threats to child development. While stunting and its implications for cognitive development have been considered irreversible beyond early childhood there is a lack of consensus in the literature on this, as there is some evidence of recovery from stunting and that this...

We examined 3- to 5-year-olds' understanding of general knowledge (e.g., knowing that clocks tell time) by investigating whether (1) they recognize that their own general knowledge has changed over time (i.e., they knew less as babies than they know now), and (2) such intraindividual knowledge differences are easier/harder to understand than interindividual differences (i.e., Do preschoolers un...

This paper describes the use of experiential learning theory in the development of an undergraduate subject in collaborative systems. The purpose of the subject was to introduce students to the design, development and use of collaborative systems in organizational environments. Early in the subject’s development it was decided that in order for students to gain a deeper understanding of the iss...

Piaget’s Theory gives a general overview on the cognitive development of a child from infancy to adulthood. There have been many arguments for and against the proposed timescale of cognitive learning versus the age of the child. We plan, via this work, to explore the learning capabilities of a child in pre-operational stage. The abstract concept of transitivity, which is not understood well by ...

There are many facts about the world that young children can discover for themselves. For instance, after a certain amount of experience in the world, children might discover that objects are solid, collide with one another, and are subject to the force of gravity. There is a correspondingly large body of facts that we cannot learn from direct observation and instead can be gleaned only from ot...