NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 20 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hanner, Erinn; Braham, Emily J.; Elliott, Leanne; Libertus, Melissa E. – Mind, Brain, and Education, 2019
Young children have better math abilities when their parents engage in more math-related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult-child conversations about math in a naturalistic context using minimal…
Descriptors: Mathematics, Signs, Parent Child Relationship, Purchasing
Peer reviewed Peer reviewed
Direct linkDirect link
Goffin, Celia; Ansari, Daniel – Mind, Brain, and Education, 2019
What is the nature of the relationship between different lower-level numerical skills and their role in developing arithmetic skills? We consider the hypothesis of a reciprocal relationship between the development of symbolic (e.g., Arabic numerals) and nonsymbolic (e.g., arrays of objects) numerical magnitude processing. Evidence for…
Descriptors: Numeracy, Young Children, Numbers, Arithmetic
Peer reviewed Peer reviewed
Direct linkDirect link
Jirout, Jamie J.; Holmes, Corinne A.; Ramsook, Kizzann Ashana; Newcombe, Nora S. – Mind, Brain, and Education, 2018
Spatial skills are consistently linked to mathematical reasoning, and are sensitive to intervention. One important spatial skill is spatial scaling. We evaluated whether (1) a playful scaling game might promote learning by providing feedback during play, and (2) spatial scaling is related to number-line estimation (NLE) based on the mutual…
Descriptors: Spatial Ability, Feedback (Response), Educational Games, Scaling
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Chuanshi; Sun, Honghuan; Wu, Fuxiang; Posada, Alexandria; Liu, Yangyang – Mind, Brain, and Education, 2017
The purpose of the present study was to develop and evaluate a scale to measure adaptive behavior skills in Chinese children with autism spectrum disorder (ASD). Participants were 121 young children (M = 55.18 months, SD = 0.18 months) with a formal diagnosis of ASD (73% male). Psychometric evaluation indicated that the reliability and validity of…
Descriptors: Autism, Pervasive Developmental Disorders, Young Children, Measures (Individuals)
Peer reviewed Peer reviewed
Direct linkDirect link
Mann, Trisha D.; Hund, Alycia M.; Hesson-McInnis, Matthew S.; Roman, Zachary J. – Mind, Brain, and Education, 2017
The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive…
Descriptors: Executive Function, School Readiness, Social Development, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Kuppen, Sarah E. A.; Bourke, Emilie – Mind, Brain, and Education, 2017
This study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1 (5-6-year-olds) from low socioeconomic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N = 98,…
Descriptors: Phonological Awareness, Emergent Literacy, Literacy Education, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Mota, Natália Bezerra; Weissheimer, Janaína; Madruga, Beatriz; Adamy, Nery; Bunge, Silvia A.; Copelli, Mauro; Ribeiro, Sidarta – Mind, Brain, and Education, 2016
To explore the relationship between memory and early school performance, we used graph theory to investigate memory reports from 76 children aged 6-8 years. The reports comprised autobiographical memories of events days to years past, and memories of novel images reported immediately after encoding. We also measured intelligence quotient (IQ) and…
Descriptors: Memory, Reading Ability, Young Children, Intelligence Quotient
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
Jirout, Jamie J.; Newcombe, Nora S. – Mind, Brain, and Education, 2014
Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4- and 5-year-old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial…
Descriptors: Maps, Games, Puzzles, Spatial Ability
Peer reviewed Peer reviewed
Direct linkDirect link
LeBourgeois, Monique K.; Wright, Kenneth P., Jr.; LeBourgeois, Hannah B.; Jenni, Oskar G. – Mind, Brain, and Education, 2013
Nighttime settling difficulties (i.e., bedtime resistance, sleep-onset delay) occur in about 25% of young children and are associated with attentional, behavioral, and emotional problems. We examined whether the timing of internal (endogenous) circadian melatonin phase (i.e., dim light melatonin onset; DLMO) and its relationship with…
Descriptors: Child Behavior, Metabolism, Sleep, Parents
Peer reviewed Peer reviewed
Direct linkDirect link
Bhide, Adeetee; Power, Alan; Goswami, Usha – Mind, Brain, and Education, 2013
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical…
Descriptors: Music Activities, Reading Difficulties, Reading Skills, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Harris, Justin; Newcombe, Nora S.; Hirsh-Pasek, Kathy – Mind, Brain, and Education, 2013
The relation of spatial skills to academic success in areas such as math and science has sparked discussion in early education around how spatial thinking skills might be included in early schooling. Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental…
Descriptors: Young Children, Spatial Ability, Thinking Skills, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Coldren, Jeffrey T. – Mind, Brain, and Education, 2013
Children's ability to shift behavior in response to changing environmental demands is critical for successful intellectual functioning. While the processes underlying the development of cognitive control have been thoroughly investigated, its functioning in an ecologically relevant setting such as school is less well understood. Given the alarming…
Descriptors: Kindergarten, Young Children, Cognitive Development, Self Control
Peer reviewed Peer reviewed
Direct linkDirect link
Dunabeitia, Jon Andoni; Dimitropoulou, María; Estevez, Adelina; Carreiras, Manuel – Mind, Brain, and Education, 2013
The visual word recognition system recruits neuronal systems originally developed for object perception which are characterized by orientation insensitivity to mirror reversals. It has been proposed that during reading acquisition beginning readers have to "unlearn" this natural tolerance to mirror reversals in order to efficiently…
Descriptors: Word Recognition, Beginning Reading, Reading Skills, Visual Perception
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
Previous Page | Next Page »
Pages: 1  |  2