NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sutter, Carolyn; Ontai, Lenna L.; Shilts, Mical K.; Lanoue, Louise; Allen, Lindsay H.; Townsend, Marilyn S. – Mind, Brain, and Education, 2018
Previous research suggests obesity is negatively related to cognitive functioning and academic outcomes in addition to physical health. However, not much is known about this association in early childhood or potential physiological underpinnings. Biomarkers related to obesity have been associated with cognition, in particular the adipokine leptin,…
Descriptors: Correlation, School Readiness, Obesity, Low Income
Peer reviewed Peer reviewed
Direct linkDirect link
Ribner, Andrew; Moeller, Korbinian; Willoughby, Michael; Blair, Clancy – Mind, Brain, and Education, 2018
The aim of this study was to identify mathematical competencies in early childhood and cognitive correlates of those competencies in a prospective longitudinal sample of children (N = 1,292) in predominantly low-income and nonurban communities in the United States. General mental ability, processing speed, vocabulary, and the working memory (WM),…
Descriptors: Early Childhood Education, Cognitive Ability, Longitudinal Studies, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Hassinger-Das, Brenna; Ridge, Katherine; Parker, Amira; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Dickinson, David K. – Mind, Brain, and Education, 2016
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four-year-olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition…
Descriptors: Preschool Children, Vocabulary Skills, Educational Games, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Gnaedinger, Emily K.; Hund, Alycia M.; Hesson-McInnis, Matthew S. – Mind, Brain, and Education, 2016
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card-sorting tasks to measure general and…
Descriptors: Elementary School Students, Reading Strategies, Reading Comprehension, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Nevo, Einat; Bar-Kochva, Irit – Mind, Brain, and Education, 2015
This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in…
Descriptors: Short Term Memory, Reading Skills, Longitudinal Studies, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Meindertsma, Heidi B.; van Dijk, Marijn W. G.; Steenbeek, Henderien W.; van Geert, Paul L. C. – Mind, Brain, and Education, 2014
Intraindividual variability is a key component in explaining children's development and learning. Studying this type of variability on the micro-timescale can help us understand real-time constructive processes and the subsequent long-term development. The aim of this article is to study the process of children's understanding of…
Descriptors: Young Children, Kindergarten, Concept Formation, Cognitive Development
Peer reviewed Peer reviewed
Direct linkDirect link
Weisberg, Deena Skolnick; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Mind, Brain, and Education, 2013
Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that "guided play" approaches can be equally effective at delivering content…
Descriptors: Play, Teaching Methods, Preschool Education, Developmentally Appropriate Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Goldin, Andrea Paula; Calero, Cecilia Ines; Pena, Marcela; Ribeiro, Sidarta; Sigman, Mariano – Mind, Brain, and Education, 2013
In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant…
Descriptors: Neurosciences, Play, Young Children, Preschool Education
Peer reviewed Peer reviewed
Direct linkDirect link
Urrea, Claudia; Bender, Walter – Mind, Brain, and Education, 2012
Almost two million children in more than 40 countries around the world have received a One Laptop per Child (OLPC) XO netbook computer. These netbooks represent the commitment of politicians, community leaders, and educators to implement disruptive, large-scale education reform initiatives that will advance their countries into the 21st century…
Descriptors: Laptop Computers, Educational Change, Program Descriptions, Developing Nations
Peer reviewed Peer reviewed
Direct linkDirect link
Newcombe, Nora S.; Frick, Andrea – Mind, Brain, and Education, 2010
Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form…
Descriptors: Play, Preschool Children, Spatial Ability, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Lisonbee, Jared A.; Pendry, Patricia; Mize, Jacquelyn; Gwynn, Eugenia Parrett – Mind, Brain, and Education, 2010
Self-regulation ability is an important component of children's academic success. Physiological reactivity may relate to brain activity governing attention and behavioral regulation. Saliva samples collected from 186 preschool children (101 boys, mean age = 53 months, 34% minority) before and after a series of mildly challenging games and again 30…
Descriptors: Delay of Gratification, Preschool Children, Metabolism, Child Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Kloo, Daniela; Perner, Josef – Mind, Brain, and Education, 2008
In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children's competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children's success in school. This article reviews…
Descriptors: Academic Achievement, Preschool Children, Brain, Learning Theories