The Cognitive Development Questionnaire (CDQ) allows accurate assessment of cognitive development of children from 10 to 24 months by parents and caregivers in the home. It takes between 1 and 2h to complete over about a week. Three phases of work are described, in which the instrument is progressively refined to improve its validity and reliability. This resulting version of the CDQ shows exce...

The ability to design unconfounded experiments and make valid inferences from their outcomes is an essential skill in scientific reasoning. The present study addressed an important issue in scientific reasoning and cognitive development: how children acquire a domain-general processing strategy (Control of Variables Strategy or CVS) and generalize it across various contexts. Seven- to 10-year-o...

Eye-trackers suitable for use with infants are now marketed by several commercial vendors. As eye-trackers become more prevalent in infancy research, there is the potential for users to be unaware of dangers lurking "under the hood" if they assume the eye-tracker introduces no errors in measuring infants' gaze. Moreover, the influx of voluminous datasets from eye-trackers requires users to thin...

Learning is a central part of children's lives, but the study of learning is a rather peripheral part of the field of cognitive development. Fortunately, this situation is starting to change; recent theoretical and methodological advances have sparked renewed interest in children's learning. This renewed interest has already yielded a set of consistent and interesting findings regarding how chi...

We studied the implications of social change for cognitive development in a Maya community in Chiapas, Mexico, over 43 years. The same procedures were used to collect data in 1969-1970, 1991, and 2012-once in each generation. The goal was to understand the implications of weaving, schooling and participation in a commercial economy for the development of visual pattern representation. In 2012, ...

The neo-Piagetian research on individual differences in cognitive development reviewed by Larivée, Normandeau, and Parent suggests that Piaget's theory can be used to explain variability in development. My commentary explores this question further through a discussion of two additional sources of variation in children's cognitive development: social-emotional context and cultural meanings.

Inter-organizational Global Software Development (GSD) has become a common reality for many projects. It is well established that distance makes difficult to interact and to cooperate effectively. Scrum emphasizes communication, reduces coordination and control overhead; therefore it helps the management of distributed projects and has been increasingly used. Successfully managing the combined ...

The purpose of this study was twofold: (a) to determine if there is a relationship between middle school students’ epistemological beliefs and Piagetian stages of cognitive development and (b) if there is a relationship between epistemological beliefs and academic performance. Epistemological beliefs were defined as how individuals come to know and the beliefs they hold about this knowledge. A ...

This paper describes an exploratory study observing the use of Minecraft (a popular sandbox style online video game environment) in a high school English literature classroom. We use Piaget and Inhelder’s (1969) constructivist theories about the formal operational stage of development to interpret the concepts of plot and characterization in three student produced films that were created within...

In this paper, we describe the use of Piaget’s notion of cognitive development in the building of pre-tests that would allow improving a tutor’s reasoning ability. We are interested in finding individual differences that not only predict a student’s overall performance, but that can also be easily applied to actual tutoring decisions. Our hypothesis was that students with different levels of co...