How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

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From Neurons to Neighborhoods: The Science of Early Childhood Development

This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data such as explanations, interviews, problem-solving protocols, and retrospective reports, in principle, the mechanics of the method can be adapted for coding other types of qualitative data, such as gestures and videotapes. The mechanics of the method are outlined in 8 concrete steps. Although verbal analyses can be used for many purposes, the main goal of the analyses discussed here is to formulate an understanding of the representation of the knowledge used in cognitive performances and how that representation changes with learning. This can be contrasted with another method of analyzing verbal protocols, the goal of which is to validate the cognitive processes of human performance, often as embodied in a computational model.

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Quantifying Qualitative Analyses of Verbal Data: A Practical Guide

It is suggested that the recognition of new business opportunities often involves pattern recognition---the cognitive process through which individuals identify meaningful patterns in complex arrays of events or trends. Basic research on pattern recognition indicates that cognitive frameworks acquired through experience (e.g., prototypes) play a central role in this process. Such frameworks provide individuals with a basis for noticing connections between seemingly independent events or trends (e.g., advances in technology, shifts in markets, changes in government policies, etc.), and for detecting meaningful patterns in these connections. We propose that ideas for new products or services often emerge from the perception of such patterns. New business opportunities are identified when entrepreneurs, using relevant cognitive frameworks, “connect the dots” between seemingly unrelated events or trends and then detect patterns in these connections suggestive of new products or services. To obtain evidence on these proposals, we compared the “business opportunity” prototypes of novice (first-time) and repeat (experienced) entrepreneurs---their cognitive representations of the essential nature of opportunities. As predicted, the prototypes of experienced entrepreneurs were more clearly defined, richer in content, and more concerned with factors and conditions related to actually starting and running a new venture (e.g., generation of positive cash flow) than the prototypes of novice entrepreneurs. These findings offer support for the view that pattern recognition is a key component of opportunity recognition.

Opportunity Recognition as the Detection of Meaningful Patterns: Evidence from Comparisons of Novice and Experienced Entrepreneurs

Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d – 0.38, 95% CI [–.44, .31]). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d 0.30, 95% CI [.23, .36]). The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do.

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Does Discovery-Based Instruction Enhance Learning?.

This article simultaneously explores the constructs of potential financial reward and prior knowledge of customer problems to provide a deeper understanding of the identification of opportunities. Results suggest that while prior knowledge of customer problems leads to the identification of more opportunities and opportunities that are more innovative, it also moderates the relationship between potential financial reward and opportunity identification. We found that the less knowledgeable an individual was about customer problems, the more positive the effect that potential financial reward had on the number of opportunities identified and the innovativeness of those opportunities.

Prior Knowledge, Potential Financial Reward, and Opportunity Identification:

How knowledge is structured and used by expert and novice children

Tying together almost four decades of neo-Piagetian research, Cognitive Development provides a unique critical analysis and a comparison of concepts across neo-Piagetian theories. Like Piaget, neo-Piagetian theorists take a constructivist approach to cognitive development, are broad in scope, and assume that cognitive development is divided into stages with qualitative differences. Unlike Piaget, however, they define the increasing complexity of the stages in accordance with the child’s information processing system, rather than in terms of logical properties. This volume illustrates these characteristics and evidences the exciting possibilities for neo-Piagetian research to build connections both with other theoretical approaches such as dynamic systems and with other fields such as brain science.
The opening chapter provides a historical orientation, including a critical distinction between the "logical" and the "dialectical" Piaget. In subsequent chapters the major theories and experimental findings are reviewed, including Pascual-Leone's Theory of Constructive Operators, Halford's structuralist theory, Fischer's dynamic systems approach to skills, Case's theory of Central Conceptual Structures, Siegler’s microgenetic approach, and the proposals of Mounoud and Karmiloff-Smith, as well as the work of others, including Demetriou and de Ribaupierre. The interrelation of emotional and cognitive development is discussed extensively, as is relevant non neo-Piagetian research on information processing. The application of neo-Piagetian research to a variety of topics including children's problem solving, psychometrics, and education is highlighted. The book concludes with the authors' views on possibilities for an integrated neo-Piagetian approach to cognitive development.

Cognitive Development : Neo-Piagetian Perspectives

The goal of the present study was to examine teaching styles with information and communications technology (ICT); in Italian schools and in particular to explore whether there is a relationship between personal theories of teaching and learning, levels of competence in ICT, and how ICT is integrated into classroom activities. Teachers with high and low levels of competence in ICT were interviewed in order to examine their beliefs, perceptions, and experiences related to teaching with and without the computer. They were asked to reflect both on themselves as teachers and on their pupils. The results of this preliminary study appeared to indicate that both personal theories of teaching and the level of competence with ICT play a major role in how teachers implement ICT and in their perception of their own and their pupils' motivation

Teachers' beliefs and integration of information and communications technology in Italian schools

In two experiments children aged between 4 and 5 years and 7 and 8 years, respectively, participated in a real-life event and were exposed to misleading questions immediately afterwards. The effects of variables relating to both the presentation of the misinformation and to the assessment of suggestibility were examined both immediately and following delays of 1 week (Experiment 1) or both 1 week and 1 month (Experiment 2). Older children were less suggestible than younger. Children were less suggestible when suggestibility was assessed in recall questions rather than misleading questions, less suggestible when information was central rather than peripheral and when the misinformation contradicted rather than supplemented the original event, and less suggestible over time in the absence of further suggestions. Providing cues had a small effect in enhancing resistance to the misinformation, but only when children were tested immediately. Embedding suggestions in a narrative context and repeating suggestions within a session led to greater suggestibility for both age groups, and repeating suggestions following a 1-month delay had a particularly marked effect for the younger children. These findings are consistent with the view that suggestibility effects depend on the strength of the memory trace for the original information as well as that for the suggestion. How suggestibility is assessed is, however, also important and children's responses to misleading questions may not reflect their memory for the original event. Copyright © 2000 John Wiley & Sons, Ltd.

Camilla Gobbo

Papers

How knowledge is structured and used by expert and novice children

Cognitive Development : Neo-Piagetian Perspectives

Teachers' beliefs and integration of information and communications technology in Italian schools

Assessing the effects of misinformation on children's recall: how and when makes a difference

Knowing in advance: the impact of prior event information on memory and event knowledge.