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Article
Visual, Perceptual-Motor and Cognitive Screening of the Pre-school Child
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 6, no. 2
Date: Spring 1979
Pages: 5-15
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Language: English
ISSN: 0010-700X
Article
Master Mind: Seven Schools Describe How They Are Applying Research in Neuroscience and the Cognitive Sciences to Student Learning
Available from: InformIT
Publication: Independence, vol. 36, no. 1
Date: May 2011
Pages: 8-14, 16
Cognitive development, Cognitive neuroscience, Developmental psychology, Early childhood care and education, Neuroscience, Preschool education, Primary education
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Abstract/Notes: This article presents descriptions from seven schools of how they are applying research in neuroscience and the cognitive sciences to student learning. Braemar College, Woodend, Victoria implemented Fast ForWord with the knowledge of independently verified results in 2008 to assist students deemed to be at risk academically. Concordia College, Highgate, SA has implemented Brain Week since 2005. It aims to provide Year 8 students with the capacity to understand how their brain works ad to understand what happens to their brain when they learn. The Montessori International College, Buderim, Qld uses the Montessori curriculum to precisely trigger brain functions that are the building blocks of learning and personality. Ravenswood School for Girls Gordon NSW is reviewing its pastoral care program to provide an authentic program which will guide adolescents as they transverse the middle years and promotes student wellbeing, and which has at its base a deep understanding of the changes the adolescent brain is undergoing. St. Michael's Collegiate School, Hobart, Tas is using an executive function mindset to help all students in areas such as planning, organising, prioritising, initiating, sustaining, shifting and self monitoring. This, combined with focused effort, positive self concept, and strategic mindsets, are key to student success across all grades. Scotch Oakburn College, Launceston, Tas is considering brain based maths learning, which in beginning arithmetic takes advantage of the learner's number sense, subitising and counting strategies by making connections to new mathematical operations, so that multiplication tables become tools leading to a deeper understanding of mathematics, rather than an end unto themselves. With the wealth of research evidence growing about the plasticity of the brain, Wilderness School, Medindie, SA designed and implemented in 2011 a 'Thinking and Learning' unit for all Year 9 girls on mindsets.
Language: English
ISSN: 1324-2326
Article
Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 24, no. 3
Date: 1987
Pages: 463-476
Article
Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms over a 6-Month Period
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 29, no. 4
Date: 1992
Pages: 757-776
Article
Tracing Enhances Problem-Solving Transfer, but Without Effects on Intrinsic or Extraneous Cognitive Load
Available from: Wiley Online Library
Publication: Applied Cognitive Psychology, vol. 34, no. 6
Date: 2020
Pages: 1522-1529
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Abstract/Notes: People can make pointing gestures and tracing actions with the index finger with little or no conscious effort. From the perspective of cognitive load theory, such “biologically primary” gestures and actions might help people learn “biologically secondary” concepts and skills requiring extended cognitive effort, such as reading, science, or mathematics. Studies on tracing or tracing and pointing have yielded mixed findings regarding hypothesized effects on intrinsic and extraneous cognitive load. The present study investigated whether computer-based instructions to trace elements of worked examples on angle relationships would affect school students' (N = 106) self-reports of intrinsic and extraneous cognitive load, as well as problem-solving transfer test performance. The tracing effect on transfer posttests seen in prior studies was replicated, but cognitive load hypotheses were not supported. Implications for educational practice and future research are discussed.
Language: English
DOI: 10.1002/acp.3732
ISSN: 1099-0720
Article
Self-Directed Learning: A Cognitive and Computational Perspective
Available from: SAGE Journals
Publication: Perspectives on Psychological Science, vol. 7, no. 5
Date: Sep 2012
Pages: 464-481
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Abstract/Notes: A widely advocated idea in education is that people learn better when the flow of experience is under their control (i.e., learning is self-directed). However, the reasons why volitional control might result in superior acquisition and the limits to such advantages remain poorly understood. In this article, we review the issue from both a cognitive and computational perspective. On the cognitive side, self-directed learning allows individuals to focus effort on useful information they do not yet possess, can expose information that is inaccessible via passive observation, and may enhance the encoding and retention of materials. On the computational side, the development of efficient “active learning” algorithms that can select their own training data is an emerging research topic in machine learning. This review argues that recent advances in these related fields may offer a fresh theoretical perspective on how people gather information to support their own learning.
Language: English
ISSN: 1745-6916, 1745-6924
Article
The Effect of Montessori Method on Cognitive Tempo of Kindergarten Children
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 188, no. 3
Date: 2018
Pages: 327-335
Asia, Cognitive development, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4–5-year-old children. Using an experimental pre-test–post-test paired control group design, the study sample included 60 children attending İhsan Doğramacı Applied Nursery School (affiliated to Selcuk University, Department of Health Sciences) in Konya during the 2015–2016 education year. The data of the study were collected using Kansas Reflection-Impulsivity Scale for Preschool – Form A. The tests were administered to children before and after the treatment and a follow-up test was administered to the treatment group six weeks following the completion of the treatment. The statistical analyses of the research data were done using Mann–Whitney U test and Wilcoxon Signed Rank Test. The results of the study indicated that the Montessori Method decreases the number of errors and extends the reflection time among the preschool children in the treatment group.
Language: English
DOI: 10.1080/03004430.2016.1217849
ISSN: 0300-4430, 1476-8275
Article
The Impact of Montessori Education on the Cognitive, Social and Academic Development of Disadvantaged Preschoolers
Available from: Stockholm University Press
Publication: Journal of Montessori Research and Education, vol. 4, no. 1
Date: 2023
Pages: 25
Maria Montessori - Philosophy, Montessori method of education - History
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Abstract/Notes: On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori. The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage.
Language: English
DOI: 10.16993/jmre.20
ISSN: 2002-3375
Article
Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 21, no. 3
Date: 2006
Pages: 313-331
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Abstract/Notes: The IEA Preprimary Project is a longitudinal, cross-national study of preprimary care and education designed to identify how process and structural characteristics of the settings children attended at age 4 are related to their age-7 cognitive and language performance. Investigators collaborated to develop common instruments to measure family background, teachers’ characteristics, setting structural characteristics, experiences of children in settings, and children’s developmental status. Data from 10 countries are included in the analysis; in most countries, the sample of settings is representative of preprimary settings in that country. For the analysis, a 3-level hierarchical linear model was employed that allowed decomposition of variation of child outcomes into three parts—variation among children within settings, among settings within countries, and among countries. Four findings are consistent across all of the countries included. Age-7 language improves as teachers’ number of years of full-time schooling increases and the predominant type of activity teachers propose in settings is free choice rather than personal/social. Age-7 cognitive performance improves as children spend less time in whole group activities and the variety of equipment and materials available increases. There were also a number of findings that varied across countries depending on particular country characteristics. The findings support child-initiated activities and small group activities and are consistent with developmentally appropriate practices promoting active learning.
Language: English
DOI: 10.1016/j.ecresq.2006.07.007
ISSN: 0885-2006, 1873-7706
Article
Learning Environments That Enhance Students' Cognitive Functioning
Available from: Firenze University Press
Publication: Formare [Form@re], vol. 22, no. 1
Date: 2022
Pages: 322-339
Academic achievement, Classroom environments, Learning environments, Prepared environment
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Abstract/Notes: A general rethinking of the school system is underway. Today, the purpose of school is to prepare students for rapid change and the complexity of reality so that they are not overwhelmed. Executive cognitive functions have been shown to be fundamental to this purpose, specifically thoughtful planning of an idea, reflexivity, systematic approach to a task/problem, and the ability to stay focused. These are the skills that tomorrow's leaders will need (Diamond and Lee, 2011). But what theoretical and instructional models exist that aim to develop the cognitive skills necessary to succeed in school and in life? How and to what extent are the pedagogical principles of these models reflected in the organization of the physical learning space? This paper aims to trace some of the methods that promote the development of executive cognitive skills and examine how they organize the learning space. Ambienti di apprendimento che potenziano il funzionamento cognitivo degli studenti. È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti e alla complessità del reale in modo che non ne siano travolti. Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un’idea, la riflessività, la sistematicità nell’affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond & Lee, 2011). Ma quali sono i modelli teorici e didattici che si propongono di sviluppare le competenze cognitive necessarie per avere successo a scuola e nella vita? Come e in che misura i principi educativi di questi modelli si riflettono sull’organizzazione dello spazio fisico di apprendimento? Questo contributo si propone di ripercorrere alcuni tra i metodi che favoriscono lo sviluppo di competenze cognitive di tipo esecutivo e di indagare come organizzano lo spazio formativo.
Language: Italian
DOI: 10.36253/form-12606
ISSN: 1825-7321