Tests the efficacy of mental models in understanding the effect of exposure to fantasy violence on children's responses to and reasoning about moral dilemmas involving aggression. Offers a possible extension to mental models that is consistent with current theory in cognitive science. Suggests that the activation of mental models regarding…

This study examined cognitive correlates of social perception in 32 learning-disabled elementary students. Three subtests of the Wechsler Intelligence Scale for Children-Revised and the Profile of Nonverbal Sensitivity were used as measures. Subtests for Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual…

Performance on oddity transfer tasks was used to classify 40 mildly retarded, 6- through 9-year-old and 40 normally achieving children of the same age into their 2 respective groups. High levels of classification accuracy were observed with all 8 oddity types being sensitive to differences between the normally achieving and mildly retarded…

Investigates age differences in children's processes of simultaneously comprehending the auditory and visual content of a televised story. Reports a developmental increase in utilizing semantic content of both auditory and visual content to form a unified representation of narrated events. (MM)

Motor skills acquisition in elementary children is facilitated when the cognitive processes of selective attention and rehearsal are applied. Teaching techniques which promote development of these processes include use of verbal cues, mental and verbal rehearsal, questioning, and recall through testing. Sample verbal cues for selected motor skills…

Comparison of 12 language disordered children (ages 7-13) with 12 normally achieving children on a short-term memory scanning task found the children with language disorders had substantially reduced processing speed as seen in longer memory retrieval time. The decreased memory scanning speed may contribute to linguistic deficits. (Author/DB)

Raises questions about the nature of children's play in relation to their classroom learning and writing. Argues that play is critical to a more complex and representative understanding of how children can and do learn. (JOW)

Discusses the concept of metalinguistic awareness and describes the administration of the Test of Metalinguistic Ability (TAM) to 300 Italian elementary school children. (34 references) (CFM)

Reflecting on her teaching practice led the narrator of this article to alter her traditional method of asking questions and giving directions to students. Examples of questioning and direction-giving strategies are included. (IAH)

Two guiding principles for classroom management and instruction that emerge out of current knowledge about attention mechanisms and processes are that teachers should adapt their instruction to their students' stable attention mechanisms and that teachers should use imaginative teaching and management strategies to help students enhance their…

Advances two processes describing the relationship between message behaviors and narrative comprehension that differ in the likelihood that specific interpretations will be drawn given the presence of message cues. Finds that, in general, cues biased young children toward drawing a particular representation but that fifth graders delayed choosing…

Because models with dual-route architecture can explain six identified basic facts about reading, the authors suggest that this remains the workable architecture for any tenable model of reading and learning to read. The dual-route cascaded model, a computational version of the dual-route model, is described. (SLD)

Articulates a model of children's cognition as creative healing. Outlines presuppositions of Piagetian Theory of children's cognition, and poses an alternative set of premises and techniques for therapy with children in which children spontaneously access unconscious resources. Offers case examples discussing children's interpretation of…

Hypothesizes that various misconceptions held by students with regard to the mathematical set concept may be explained by the initial collection model. Study findings confirm the hypothesis. (Author/ASK)

Presents examples taken from an existing K-9 program to show how children of various ages can be engaged in intellectual experiences, some of which might not seem to be mathematical by traditional standards. (ASK)