This study investigates a negative component (N220) of visual evoked potential (VEP) which increases as certain cognitive processes are activated. Nine experimental conditions were designed by combining three stimulus and three task conditions. Letters were used as verbal stimuli, matrix patterns were used as nonverbal stimuli, and white light was…

This study aims to establish a theory for planning and practicing mathematics instruction that enables children to actively construct mathematical knowledge. Four types of constructive interactions are recognized on the basis of teaching practice. Processes of the constructive interactions and the requirements for realization of effective…

Discusses a class on subtraction or difference-finding, problems such as "There are eight white flowers and five red flowers, how many more white flowers are there than red flowers?" used in the teaching of Japanese first grade children. Describes three instances of introductory teaching of "difference-finding" problems in the…

Describes a method for teaching multiplication of fractions based on Piaget's constructivism. Instead of teaching the algorithm of multiplying the numerators and denominators, students are presented with many problems and ask to invent their own ways of solving them. (DDR)

Focuses on the familiar problem of students' understanding of elementary electrical circuits from a much neglected point of view. Suggests that the patterning commonly found in students' ideas might have its roots in the cognitive processing with which students operate their mental models of d.c. electrical circuits. Studies Japanese 10-11 year…

Examines the performance of children in different grades as they attempt to solve simple equations involving addition and subtraction of integer numbers. The extended task involves creating a story that matches the equations. (DDR)

Visual processing of televised information was compared among 85 Japanese and 111 American boys and girls at the kindergarten and 4th-grade levels. The literatures on cognition and learning indicate that language and child rearing factors are more conducive to the development of iconic processing skills in Japanese children than in American…

The relationship between mathematics performance and fundamental linguistic variations in the cognitive representation of numbers was assessed, using 24 first graders each from the United States and Japan. Results indicate that the Japanese cognitive representation of number positively affects the understanding of place value. No gender…

By the age of 4, children typically have separate schema for relating events in the physical world and for relating events to associated mental states. Generally, these schema cannot be coordinated until around 6 years of age, when the ability to use them together yields a structure for assigning intentionality. This intentional structure develops…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…