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Dolscheid, Sarah; Verlage, Heiko – Mind, Brain, and Education, 2019
People associate numbers and horizontal space. This association has been demonstrated by the so-called SNARC (Spatial-Numerical Association of Response Codes)-effect, with Western participants responding faster to larger numbers with their right hand and vice versa for smaller numbers. SNARC-like effects have also been reported for preschoolers.…
Descriptors: Preschool Children, Numbers, Correlation, Spatial Ability
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Stewart, Cherry; Wolodko, Brenda – Mind, Brain, and Education, 2016
This article explores Robert Kegan's adult constructive-developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning-making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago-Severson's interpretation of Kegan's concepts, the authors propose that behaviors of…
Descriptors: College Faculty, Adult Development, Theories, Comparative Analysis
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Zosh, Jennifer M.; Verdine, Brian N.; Filipowicz, Andrew; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Newcombe, Nora S. – Mind, Brain, and Education, 2015
As the traditional toys of the past are quickly being replaced with electronically "enhanced" toys, it is important to understand how these changes impact parent--child interactions, especially in light of the evidence that the richness and variety of these interactions have long-term effects on diverse areas of cognition (Hart &…
Descriptors: Parent Child Relationship, Play, Toys, Comparative Analysis
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Girgis, Fady – Mind, Brain, and Education, 2012
The surgical removal of brain tissue for the treatment of temporal lobe epilepsy can be either nonselective, as with an anterior temporal lobectomy (ATL), or selective, as with a selective amygdalohippocampectomy (SAH). Although seizure outcomes are similar with both procedures, cognitive and memory outcomes remain a matter of debate. This study…
Descriptors: Evidence, Epilepsy, Surgery, Memory
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Drunkenmölle, Tomas – Mind, Brain, and Education, 2012
In current literature, metaphor is treated as either an instance of implicit comparison or as a nonliteral class-inclusion statement. I will argue that, contrary to these positions, the notions of comparison and class-inclusion are not mutually exclusive in character but rather complementary cognitive concepts which entail one another. While…
Descriptors: Figurative Language, Comparative Analysis, Semantics, Teaching Methods
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Wilson, Anna J.; Dehaene, Stanislas; Dubois, Ophelie; Fayol, Michel – Mind, Brain, and Education, 2009
"The Number Race" is an adaptive game designed to improve number sense. We tested its effectiveness using a cross-over design in 53 low socioeconomic status kindergarteners in France. Children showed improvements in tasks traditionally used to assess number sense (numerical comparison of digits and words). However, there was no…
Descriptors: Foreign Countries, Kindergarten, Cognitive Development, Mathematics Achievement