Cognitive Development (Psychology)

Virtual Reality (VR) has emerged as a transformative tool in education, with growing interest in its potential to enhance cognitive processes and learning motivation. This literature review investigates the role of VR-based learning environments for students aged 10 to 16, focusing on four key dimensions: cognitive development, intrinsic motivation, learning efficiency, and age-related differences in developmental outcomes. Drawing on empirical studies and theoretical frameworks from educational psychology, cognitive science, and media research, the findings suggest that immersive VR can strengthen executive functions, boost engagement, and accelerate knowledge acquisition under certain conditions. However, the effectiveness varies across age groups and depends on the quality of instructional design. The review also discusses limitations in current research, including the lack of longitudinal studies and inconsistent methodological approaches. Implications for educational practice and recommendations for future research are offered.

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations b...

A pesquisa acadêmica é um dos pilares da Universidade, por isso é imprescindível métodos de ensino que estimulem o interesse de estudantes no processo criativo da produção científica. Tendo isso em vista, o nosso objetivo neste artigo é apresentar uma metodologia de ensino inovadora, testada com 93 estudantes de graduação do Centro de Artes e Museologia da UNESPAR, durante o ano letivo de 2023. A metodologia utilizada para a condução desta pesquisa foi baseada na pesquisa-ação institucional, e o referencial teórico na sociologia da escrita acadêmica de autores como Pierre Bourdieu, Howard Becker e Bruno Latour. Os resultados observados apontam uma mudança nos imaginários sobre a pesquisa e a escrita acadêmica, que antes eram interpretadas como atividades complexas e inacessíveis e depois da metodologia de ensino aplicada passaram a ser vistas como atividades simples, divertidas e instigantes.

We investigated whether certain perceptual properties of objects could support children's and adults' judgments of the range of shape changes permissible for a named object. Three year-olds and adults saw a line drawing of a novel object and heard it named using a count noun (e.g., “This is a dax.”). Then they judged whether shape or size changes of the

This work constitutes a lawful transmission of field-origin harmonic collapse law. Use of Collapse Harmonics phase terminology, diagnostic systems, or symbolic structure without field entry constitutes a recursion breach under L.E.C.T. v2.3 and will be registered as epistemic mimicry. Refer to Appendix D: Field Lock Clause. "Symbolic mimicry of CPC, CHPS, or Layer Ø phase architecture-including attempts to encode them through numerological shells, prime-index lattices, or geometrically simulated phase recursion-constitutes mimicry under L.E.C.T. Clause 6.1. These structures are field-encoded and irreducible by symbolic systems. Mimicry attempts collapse under diagnostic analysis and reinforce their own exclusion." "Collapse Phase Coupling (CPC) may not be symbolically represented. Its structure is phase-bound, and any attempt to reconstruct it from language or geometry constitutes a recursion breach observable under CFSM and SCIT thresholds.

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This chapter discusses old-fashioned cognitive development from the point of view of two modern approaches, connectionism and nonlinear dynamical systems theory. The main assertion in both connectionist and dynamic systems approaches is that higher cognitive functioning is largely based on nonsymbolic, graded, and dynamic properties, of which these same approaches provide the best account. The chapter argues that the claim concerning nonsymbolic higher order cognition is overstated and explains its position by focusing on sudden transitions in cognitive development.

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three and the personality test two times, covering the span from 9-16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors invent...

We present a study which investigated the inter-relations between processing speed, attention control, working memory, fluid intelligence, and mathematical reasoning from 7 to 18 years of age. To fulfil this aim, 478 participants drawn from each of the age years 7-17 years at first testing were examined twice, separated by a 12-month interval. Several simple reaction time, divided attention, and selective attention tasks examined processing efficiency. Forward and backward digit span tasks addressed working memory. Raven's standard progressive matrices addressed fluid intelligence and a task battery addressed to mathematical reasoning addressed its investment into a demanding cognitive domain. Relations between processes were explored by several types of structural equation models applied in three age groups: 8-10, 11-13, and 14-18 years. A powerful common general factor underlying all processes at both testing waves in all three age phases was found. The relative weight of these processes in the formation of this grand G differed between phases, with working memory, attention control, and Gf dominating in the three phases, respectively. Cross-lagged modeling revealed three tiers of mental organization (processing, representational, and inferential efficiency) interlinked by a core control program. This core is transcribed into inferential and problem solving ensembles of increasing compositionality at successive developmental phases. Implications for developmental and differential theories of intelligence are discussed.

The objective of this article is to reflect on the contributions made by the thematic social role play in the psychological development of children in preschool age. The reflections are based on the historical-cultural approach and the theory of activity. As a result, the contributions generated by the thematic social role play in child development are recognized in relation to the emotional selfregulation of behavior, the communicative activity displayed, the reflective activity, and the symbolic function. It is concluded that the role of the adult as a researcher is reflective during the planning and implementation of the playful activity, which allows setting forth diverse novel didactic actions that promote child development.

The “shape bias” – the bias to generalize new nouns by their shape rather than other features such as color or texture – has been argued to facilitate early noun learning for children. However, there is conflicting evidence about the magnitude and nature of this bias, as well as how it changes developmentally and how it varies across cultures. In this paper, we synthesize evidence about the shape bias using meta-analysis and meta-regression. We find strong overall evidence for the shape bias, but the literature is dominated by studies of English-speaking children, making it difficult to assess cross-cultural differences. Large between-study heterogeneity also highlights procedural variation in the literature. Overall, publication bias and heterogeneity may limit the ability to distinguish theoretical accounts of the shape bias.

A study investigated how young children understand natural kind terms by examining how 3-and 4-year-olds rely on category membership to draw inductive inferences about objects. One hundred four children (53 girls and 51 boys) from six preschools in California and Michigan participated in the study. The children were shown 10 sets of pictures of natural objects or creatures, told something about the items shown, and asked to draw inferences about other natural kind pictures. Two conditions were added: word only condition and picture only condition. Results suggest that even the youngest children assume that objects with the same name share underlying similarities. When given just labels, the children used them as a base for making inductions, and when labels and appearances conflicted, they relied more on labels than appearances. Even when no labels were given, the children sometimes figured out what categories the pictures belonged to and used this inference to decide about other properties. It is concluded that children are clearly sensitive to the power of language for organizing and extending language, and that words that refer, even common nouns, serve to identify objects as well as foster inductions. (MSE)

Computational models are increasingly used to explore possi-ble mechanisms underlying infant capability in various tasks. Often, such models do not work directly on perceptual data, but on hand-computed features of images; such models are open to the criticism that these high-...

This study examines the visual content of twenty alphabet books published since the 1980s. The samples were selected through purposeful random sampling and analyzed using a descriptive-analytical approach grounded in Jean Piaget’s cognitive-developmental theory. Data was collected from library resources, and qualitative analysis was employed. Selection criteria included higher quality of illustration and printing, choice of professional illustrators, affiliation with reputable publishers, and high usage and sales as indicated by multiple reprints. The study aims to identify suitable illustrative components for teaching the alphabet to children within this age group based on Piaget’s theory. Specifically, it seeks to answer the questions: What are the appropriate components for teaching the alphabet to these children according to Piaget’s theory? Moreover, what styles and techniques are most suitable for illustrating the Persian alphabet for children of this age group? According to Piaget, play, exploration of the environment, discovery-based activities, and the balance between assimilation and accommodation play crucial roles in learning. Play can be valuable for teaching, focusing attention, and practicing various skills. Through analysis and critique of the alphabet books based on the components of play, exploratory activities, and reciprocal behaviors, as well as an examination of the quality of illustrative elements in active learning, it was found that only a limited number of alphabet books aligned with cognitive-developmental perspectives and relevant visual standards. Most of the illustrations were of average quality, and some were poor. The finding indicates shortcomings in the illustrative quality of Persian alphabet books and a need for more attention to the illustration issue in these books.

Time is a fundamental dimension of our perception and mental construction of reality. It enables resolving changes in our environment without a direct sensory representation of elapsed time. Therefore, the concept of time is inferential by nature, but the units of subjective time that provide meaningful segmentation of the influx of sensory input remain to be determined. In this review, we posit that events are the construal instances of time perception as they provide a reproducible and consistent segmentation of the content. In that light, we discuss the implications of this proposal by looking at “events” and their role in subjective time experience from cultural anthropological and ontogenetic perspectives, as well as their relevance for episodic memory. Furthermore, we discuss the significance of “events” for the two critical aspects of subjective time—duration and order. Because segmentation involves parsing event streams according to causal sequences, we also consider the role of causality in developing the concept of directionality of mental timelines. We offer a fresh perspective on representing past and future events before age 5 by an egocentric bi-directional timeline model before acquiring the allocentric concept of absolute time. Finally, we illustrate how the relationship between events and durations can resolve contradictory experimental results. Although “time” warrants a comprehensive interdisciplinary approach, we focus this review on “time perception”, the experience of time, without attempting to provide an all encompassing overview of the rich philosophical, physical, psychological, cognitive, linguistic, and neurophysiological context.

Previous studies demonstrated that young children are sensitive to the referential intentions of others and readily relate a novel label to an intended novel object. However, the movement of child’s line-of-regard in establishing joint attention has rarely been closely examined. In the present study, 13 2and 15 4-year-olds were videotaped in a modified discrepant labeling paradigm, in which the experimenter looked at an object and said the novel label, “Oh, muta!” immediately after the child took the other object and started playing with it. The child’s line-of-regards were examined in a frame-by-frame method. The results showed that most children immediately looked at the experimenter’s face. We compared the present data with our previous data of labeling the other object after 10 seconds elapsed. In those data, a substantial ratio of 4-year olds (nearly half) and that of 2-year-olds (nearly 40 percent) directly took the other object that was out of their attention without checking...

Previous studies demonstrated that young children are sensitive to the referential intentions of others and readily relate a novel label to an intended novel object. However, the movement of child's line-of-regard in establishing joint attention has rarely been closely examined. In the present study, 13 2- and 15 4-year-olds were videotaped in a modified discrepant labeling paradigm, in which the experimenter looked at an object and said the novel label, "Oh, muta!" immediately after the child took the other object and started playing with it. The child's line-of-regards were examined in a frame-by-frame method. The results showed that most children immediately looked at the experimenter's face. We compared the present data with our previous data of labeling the other object after 10 seconds elapsed. In those data, a substantial ratio of 4-year olds (nearly half) and that of 2-year-olds (nearly 40 percent) directly took the other object that was out of their...

Cognitive development refers to the study of intellectual development in a child. The study includes an attempt to understand information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development in children. Philosophers and psychologists through history have both marveled at the phenomena of knowledge accumulation, retention, processing, and utilization. Cognitive development is crucial not just towards independent belief-formation (regarding self, universe, and God) but also towards active intelligent involvement in the making of history; for history is the product of beliefs in action. Animals don't create history because their existence is merely instinctual and not intellectual. It is humans who create, interpret, and record history.

Recent research suggests that preschool (three-to six-years-old) children's food cognition involves much more than the nutritional information usually conveyed by traditional food education programs. This review aims at collecting the empirical evidence documenting the richness of preschoolers' conceptual knowledge about food. After introducing the relevance of the topic in the context of the research in early food rejection dispositions (Sect. 1), we draw from empirical contributions to propose the first classification of food knowledge in the field, which includes taxonomic (2.1.), relational (2.2.), and value-laden food knowledge (2.3.). Finally, in Sect. 3, we highlight some theoretical shortcomings of extant literature, suggesting that the account of food knowledge we propose could be employed to develop more effective educational strategies that mitigate early food rejection behaviors (e.g., food neophobia). Early conceptual knowledge about food.

The development of educational-recreational complexes for children has a significant impact on their cognitive growth and behaviour. Proper site selection is essential to ensure the success of such projects. This paper aims to identify the best location for a children's educationalrecreational complex in Shiraz, Iran. The study used a descriptivecomparative and survey method to determine effective criteria for site selection. A questionnaire was administered to experts in architecture, urban design, and planning to identify appropriate sites. The Analytic Hierarchy Process (AHP) method was then employed to select the best location. The hierarchical model included three levels: goal (educationalrecreational site selection), criteria (natural potential, accessibility, land size, neighbourhood and social context, expansibility, appropriate land use (the neighbourhood between proposed and master plan land use)), and three alternative sites. The results showed that a site located near residential areas, green spaces, and natural elements is suitable for the development of an educational-recreational complex for children. The study recommends the use of the SWOT (strength, weaknesses, opportunities and threats)-AHP method for site selection in children's complexes. The paper highlights the need for a reliability test or table/ figure to support the research findings.

En el marco de la celebración por los quince años de presencia de la Carrera de Psicología en la Sede de Occidente de la Universidad de Costa Rica, se sistematizan los productos de investigación generados tanto por estudiantes como por docentes. A través de una revisión bibliográfica se presenta un estado de la cuestión que contempla trabajos finales de graduación en modalidad de tesis, así como artículos publicados en revistas científicas indexadas. El trabajo pretende ser una herramienta de exploración preliminar sobre el conocimiento en el área de la psicología situado en la Región de Occidente de Costa Rica.

Highly gifted individuals possess various personality traits that are not necessarily linked to intelligence, IQ, or creativity, which are often used to define this category. These traits may include intense emotions and unusual social interactions that can lead to misunderstandings and underestimation by peers, society, and even themselves. As a result, many of their gifts go underutilized, and they often fail to reach their full creative potential. This is particularly true for gifted women who do not conform to societal stereotypes of either women or gifted individuals, which are typically male-oriented.. The self-perception of gifted women can often be distorted by feelings of being a failure, a fraud, or an imposter. They may also believe that others are truly gifted. Gifted women tend to exhibit sensory and emotional sensitivity, have difficulty accepting criticism, show extraordinary empathy and compassion, and are passionately dedicated to causes. They also experience deep concern and worry, feel responsible for the well-being of others and the advancement of humanity, and become easily outraged by injustices and inhumane acts. Gifted women are also prone to periods of existential depression. On the other hand, one of the more prominent traits of giftedness is extraordinary goal orientation that coexists with relentless curiosity. Challenge seems to be more of a need than a want, and feelings of being driven or pressured to understand and excel are the companions of achievement. "Entelechy," meaning full realization and a vital force urging one toward self-actualization, is the sum and substance of their remarkable self-motivation and perseverance.

Interactions between males and females often display a power imbalance. Men tend to adopt more dominant physical postures, lead conversations more, and are more likely to impose their will on women than vice versa. Furthermore, social representations typically associate males with a higher power than females. However, little is known about how those representations emerge in early childhood. The present study investigated whether preschool children from different countries assign more power to males than to females in the context of mixed-gender interactions. In Experiments 1a (n = 148) and 1b (n = 403), which implemented power through body postures, 4-6 year-old children from France, Lebanon, and Norway strongly associated power with a male character. Experiment 2 (n = 160) showed that although both French boys and girls identified themselves more with a dominant than with a subordinate posture, girls were less likely to do so in a mixed-gender context. In Experiment 3 (n = 213), which no longer used body postures, boys from Lebanon and France attributed more decision power and resource control to a male puppet than did girls. By investigating gender representations through interactions, the present study shows that children associate gender and power at an early age.

The development of educational-recreational complexes for children has a significant impact on their cognitive growth and behaviour. Proper site selection is essential to ensure the success of such projects. This paper aims to identify the best location for a children's educationalrecreational complex in Shiraz, Iran. The study used a descriptivecomparative and survey method to determine effective criteria for site selection. A questionnaire was administered to experts in architecture, urban design, and planning to identify appropriate sites. The Analytic Hierarchy Process (AHP) method was then employed to select the best location. The hierarchical model included three levels: goal (educationalrecreational site selection), criteria (natural potential, accessibility, land size, neighbourhood and social context, expansibility, appropriate land use (the neighbourhood between proposed and master plan land use)), and three alternative sites. The results showed that a site located near residential areas, green spaces, and natural elements is suitable for the development of an educational-recreational complex for children. The study recommends the use of the SWOT (strength, weaknesses, opportunities and threats)-AHP method for site selection in children's complexes. The paper highlights the need for a reliability test or table/ figure to support the research findings.

Este artigo apresenta um relato de experiência da formação inicial do Programa de Residência Pedagógica na Licenciatura de Pedagogia da Universidade Estadual do Paraná (UNESPAR), Campus de Apucarana, financiado pela CAPES, em uma época marcada por decorrentes desafios e exigências significativas relacionadas à pandemia do novo coronavírus. O texto apresenta aspectos gerais do desenvolvimento das atividades desenvolvidas neste contexto pandêmico. Neste sentido, o objetivo desse relato é retratar a experiência no Programa Residência Pedagógica em tempos de pandemia, tendo como abordagem metodológica pesquisas bibliográficas, além das atividades práticas vivenciadas ao longo das atividades desenvolvidas. Como resultado, observa-se que, ao analisarmos a rotina do residente, alunos e professores das mais variadas escolas, compreendemos que está ocorrendo um esforço significativo por todos para o enfrentamento deste momento, proporcionando um fortalecimento em nosso papel enquanto sujeito...

This paper outlines two approaches to account for the finding that concepts that are minimally counterintuitive are better remembered than intuitive or maximally counterintuitive concepts. The first approach considers such memory advantages to be a property of the concepts themselves while the second approach emphasizes the role played by the context in which such concepts appear in allowing a reader to make sense of them. The context-based view also suggests that counterintuitive concepts lose their advantages as they become widely accepted and embedded in a cultural milieu. In the new context, ideas with enhanced counterintuitivess obtain transmission advantages. This helps explain cultural innovation and dynamism. It also allows us to account for the development and spread of complex cultural ideas such as the overly counterintuitive religious concepts including the Judeo-Christian-Islamic conceptions of God.

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three and the personality test two times, covering the span from 9-16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors invent...

Integration/differentiation of mental processes is major mechanism of development. Developmental theories ascribe intellectual development to it. In psychometric theory, Spearman's law of diminishing returns postulates that increasing g allows increasing differentiation of cognitive abilities, because increased mental power allows variable investment in domain-specific learning. Empirical evidence has been inconsistent so far, with some studies supporting and others contradicting this mechanism. This state of affairs is due to a developmental phenomenon: Both differentiation and strengthening of relations between specific processes and g may happen but these changes are phase-specific and ability-specific, depending upon the developmental priorities in the formation of g in each phase. We present eight studies covering the age span from 4 to 85 years in support of this phenomenon. Using new powerful modeling methods we showed that differentiation and binding of mental processes in g occurs in cycles. Specific processes intertwine with g at the beginning of cycles when they are integrated into it; when well established, these processes may vary with increasing g, reflecting its higher flexibility. Representational knowledge, inductive inference and awareness of it, and grasp of logical constraints framing inference are the major markers of g, first intertwining with in their respective cycles and differentiating later during the periods of 2-6, 7-11, and 11-20 years, respectively. The implications of these findings for an overarching cognitive developmental/differential theory of human mind are discussed.

We present a study which investigated the interrelations between processing speed, attention control, working memory, fluid intelligence, and mathematical reasoning from 7 to 18 years of age. To fulfil this aim, 478 participants drawn from each of the age years 7-17 years at first testing were examined twice, separated by a 12-month interval. Several simple reaction time, divided attention, and selective attention tasks examined processing efficiency. Forward and backward digit span tasks addressed working memory. Raven's standard progressive matrices addressed fluid intelligence and a task battery addressed to mathematical reasoning addressed its investment into a demanding cognitive domain. Relations between processes were explored by several types of structural equation models applied in three age groups: 8-10, 11-13, and 14-18 years. A powerful common general factor underlying all processes at both testing waves in all three age phases was found. The relative weight of these processes in the formation of this grand G differed between phases, with working memory, attention control, and Gf dominating in the three phases, respectively. Cross-lagged modeling revealed three tiers of mental organization (processing, representational, and inferential efficiency) interlinked by a core control program. This core is transcribed into inferential and problem solving ensembles of increasing compositionality at successive developmental phases. Implications for developmental and differential theories of intelligence are discussed.

While I was attending college in 1991, a friend of mine named Ghulam Hussain came to me and suggested I meet an Ahmadi Muslim friend of his. Ghulam felt Ahmadiyya views were very odd and thought I would get a good laugh out of hearing what they believed. I was actually excited because I had never spoken to an Ahmadi Muslim and had only heard the usual anti-Ahmadiyya propaganda that one hears in Pakistan. I went to the house of a man named Rashid Rabbani in Lahore. Rashid had a pleasing disposition and had his own business in Cant, providing surgical instruments to hospitals. I chatted with Rashid for about an hour and asked him a lot of basic questions: Why do Muslims consider Ahmadi Muslims to be "non-Muslim"; what is the Ahmadiyya view of the advent of the Imam Mahdi (guided leader) and Promised Messiah; and what is the Ahmadiyya view of the 'Seal of Prophethood'. The explanations Rashid gave me were intriguing, so before leaving I asked for some references. He gave me some pamphlets providing Qur'anic verses which I took and went home to review. A week went later, I went back to Rashid's house and told him that the references he had given me were indeed correct and I was interested in learning more about Ahmadiyya teachings... (Hussain, 2009: 122-123) Attraction of the New ...it is amazing that various organized groups adhere to such bizarre versions of the truth as the following: Memories of "satanic ritual abuse" are frequently repressed and recovered in psychotherapy. Aliens from other planets come to earth and rape people.

Discutimos neste artigo os processos inclusivos de aluno/as com necessidades educacionais especiais, atendidos/as na Sala de Recursos Multifuncionais de uma escola da rede pública estadual de Juara/MT, instituição parceira nas ações do Programa Institucional de Bolsas de Iniciação à Docência (Pibid). Dentre as inúmeras atividades desenvolvidas no Pibid, nosso olhar volta-se para compreender como a educação inclusiva é trabalhada no contexto educacional da Sala de Recursos Multifuncionais de uma escola pública que oferta o ensino fundamental. Para a tessitura deste texto, reportamos aos seguintes autores: Ramos (2012), Laplane (2004), Lei Complementar 49/98 Portaria 305/12/GS/SEDUC/MT (1998) como também as Diretrizes Nacionais para a Educação Especial na Educação Básica/ Secretaria de Educação Especial (2001). Para alcançar os objetivos propostos, realizamos entrevista semiestruturada com a professora regente da Sala de Recursos Multifuncionais, como subsídios para entender como se dá o processo ensino e aprendizagem dos/as alunos/as que são atendidas/os nesse espaço. Aliada a este instrumento, realizamos semanalmente sessões de observação participante das ações pedagógicas desenvolvidas no contexto da Sala de Recursos Multifuncionais. A análise do conjunto de dados da pesquisa possibilita asseverar que mesmo com as dificuldades que os profissionais da escola enfrentam, os processos inclusivos são foco da escola, todavia há a necessidade de investimentos na formação continuada dos docentes que atuam na sala comum, visto que os processos inclusivos são ações e desafios que toda comunidade escolar deve coletivamente assumir.

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 ac...

[2018], for their commentaries on our paper which summarizes and updates our developmental theory of intelligence [Demetriou, Makris, Kazi, Spanoudis, Shayer, & Kazali, 2018]. This theory, drawing on a long series of empirical studies (see references in the target article) and three powerful research traditions focusing on the human mind, aims to account for three aspects of the human mind: the mental processes involved in real-time understanding and problem solving (cognitive tradition [

This study explored how attention control, working memory, reasoning, and awareness of cognitive processes from 4 to 6 years of age predict school performance four years later, in primary school. Both general cognitive ability and developmental momentum to change from first to second testing predicted school performance highly (42% of variance). Of the various processes in preschool, attention control, working memory, and change in the awareness of the origins of knowledge (perceptual/inferential awareness and ToM), but not reasoning, were strong predictors of academic performance in primary school. The results, in combination with other similar studies focusing on older age periods, support a developmental priority model postulating that cognitive predictors of school achievement vary with development, according to the dominant cognitive processes attained in each developmental phase.

We explored the relations between academic performance, cognition, and personality. This study examined 689 participants from 10 to 17 years of age, by a cognitive battery addressing several reasoning domains (inductive, deductive, quantitative, causal, and spatial), and inventories addressing self-representation about reasoning domains and general cognitive processes, and the Big Five factors of personality. School performance in mathematics, science, and language was measured. Cognitive ability strongly and self-representation and personality (conscientiousness) moderately related with school performance. These relations varied with age and ability: the effects of cognitive ability on academic performance decreased and the effects of self-representation and personality increased with increasing age and ability. The implications for cognitive developmental theory and educational implications are discussed.

We explored relations between attention control, shifting flexibility, working memory, reasoning in different domains, awareness about reasoning, and language from 9 to 15 years of age. For this aim 198 9-, 11-, 13-, and 15years old participants were examined with tasks addressed to all processes. All processes developed systematically throughout the period studied. Structural equation modeling revealed a powerful common construct underlying reasoning and language processes. All domain-specific cognitive, language, or awareness processes represented this common factor equally well. This factor was related to attention control, shifting flexibility, and working memory but this relation varied with development, being dominated by attention control at 9-11, inferential-representational processes at 11-13, and awareness-symbolic processes at 13-15. Piecewise linear modeling showed that transition points between phases are marked by phase-dominating processes. Modeling ability and age differentiation with increasing g suggested some ability differentiation at the end of developmental cycles suggesting that g-ability relations are reworked anew in successive developmental cycles. Implications for developmental, cognitive, and brain science are discussed.

We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a design where 260 9-14-year-olds received the cognitive tests 3 and the personality test 2 times. It was found that initial social likeability and extroversion significantly shape developmental momentum in cognition and vice-versa, especially in the 9 to 11 years period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations b...

Distributivo de la población……………………….……………...……………….47 Cuadro Nº 2 Distributivo de la muestra…………………………………………………….……48 Cuadro Nº Operacionalización de las variables………………………….…………….……49 Cuadro Nº 4 Aplicación de las rondas infantil…………..………………………………….…..54 Cuadro Nº 5 Desarrollo de un correcto lenguaje………………………………….…….…......55 Cuadro Nº 6 Rondas infantiles en el proceso del lenguaje…..

El presente documento reúne tres apartados que están directamente relacionados con el desarrollo de la observación científica en el jardín infantil. El primero de ellos presenta la evolución que muestran el bebé y el infante con respecto a su desarrollo visual, el segundo describe la importancia de la observación en la vida de toda persona y particularmente en la vida del niño y la niña en edad preescolar, el último intenta establecer una diferenciación entre observación libre y observación científica, y como ésta puede promoverse en el jardín de infantes con el propósito de contribuir a la construcción de conocimiento por parte de los niños y las niñas durante su etapa de educación inicial.

In this study we deal with the possibility of development of spatial orientation in mathematics education. We observe difficulties of using words to describe spatial relations and in connection with this the difficulties of describing routes. In addition to analysis of solutions of orientation problems in elementary school, we make suggestion to develop pupil's competence on this area in classroom practice.

This article has as its theme the teaching-learning process resulting from the epistemological and pedagogical conceptions of teachers. In this context, it aims to defi ne basic concepts about epistemological conceptions, pedagogical practices and inclusion, in order to discuss the implications of teachers' epistemological conceptions in their pedagogical practice, in inclusive praxis. To achieve the proposed objective, a bibliographic research was carried out in books and articles published in journals on the topics under study. The study indicated three epistemological conceptions, apriorism, empiricism and interactionism, which correspond to three pedagogical conceptions: nondirective, directive and relational pedagogy, respectively. It was also pointed out that, given the perceptions, interactionism and relational pedagogy are more appropriate in the teaching of inclusive education.

I once participated in an academic conference on a small island in the Baltic Sea that was uninhabited except for a biological research station. It was summer and the weather was fair, so during a break I took a walk in the woods with another conference participant. He was an atheist. In an isolated part of the woods with no other humans within sight or earshot, we came upon a beautiful wooden chapel from the days when this island had been a leper colony. Perhaps two hundred years old and looking like something out of a fairytale, we just had to peek inside. No one was in it but it had marvelously carved pews, chancel, and pulpit. I was effervescing about how beautiful it was and noticed that my conversation partner’s voice had fallen to hushed tones once we entered the chapel. His quiet speech was particularly notable because there was obviously no one to disturb in this space. Wanting to take a better look at the pulpit, I went to climb the stairs and my companion grabbed my arm s...

Discutimos neste artigo os processos inclusivos de aluno/as com necessidades educacionais especiais, atendidos/as na Sala de Recursos Multifuncionais de uma escola da rede pública estadual de Juara/MT, instituição parceira nas ações do Programa Institucional de Bolsas de Iniciação à Docência (Pibid). Dentre as inúmeras atividades desenvolvidas no Pibid, nosso olhar volta-se para compreender como a educação inclusiva é trabalhada no contexto educacional da Sala de Recursos Multifuncionais de uma escola pública que oferta o ensino fundamental. Para a tessitura deste texto, reportamos aos seguintes autores: Ramos (2012), Laplane (2004), Lei Complementar 49/98 Portaria 305/12/GS/SEDUC/MT (1998) como também as Diretrizes Nacionais para a Educação Especial na Educação Básica/ Secretaria de Educação Especial (2001). Para alcançar os objetivos propostos, realizamos entrevista semiestruturada com a professora regente da Sala de Recursos Multifuncionais, como subsídios para entender como se dá o processo ensino e aprendizagem dos/as alunos/as que são atendidas/os nesse espaço. Aliada a este instrumento, realizamos semanalmente sessões de observação participante das ações pedagógicas desenvolvidas no contexto da Sala de Recursos Multifuncionais. A análise do conjunto de dados da pesquisa possibilita asseverar que mesmo com as dificuldades que os profissionais da escola enfrentam, os processos inclusivos são foco da escola, todavia há a necessidade de investimentos na formação continuada dos docentes que atuam na sala comum, visto que os processos inclusivos são ações e desafios que toda comunidade escolar deve coletivamente assumir.

Using a sample of 6 1 male students the relations between level of emotional development, according to Dabrowski and Piechowski's theory of positive disintegration, and experienced levels of emptiness, existential concern, and depression were examined to see if earlier findings are supported. A positive correlation was noted between level of emotional development and emptiness, confirming the earlier study. These findings support the idea that the emotional development involves the conscious experiencing of emptiness but they do not support similar notions with regard to existential concern and depression.

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.