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Marin, Ananda Maria – Cognition and Instruction, 2020
There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people's movement from place to place and through places, both constitutes and influences learning. Ambulatory methods and walking interviews are increasingly being used by social scientists and performance researchers to…
Descriptors: Mobility, Identification (Psychology), Environmental Influences, Ecology
Marin, Ananda; Taylor, Katie Headrick; Shapiro, Ben Rydal; Hall, Rogers – Cognition and Instruction, 2020
Mobility provides the fabric of everyday life but is rarely considered part of learning and is almost never used as relevant, experiential content in teaching. This special issue integrates ideas and efforts across different fields into a more unified framework to study and design for what we call Learning on the Move. Approaches used in these…
Descriptors: Mobility, Human Body, Teaching Methods, Place Based Education
Gutiérrez, Kris D. – Cognition and Instruction, 2020
Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field's theoretical matrix of the sociohistorical, cognitive, sociopolitical, sociocultural, relational, and spatial. Taken together, they tease out new subject-object,…
Descriptors: Learning Processes, Motion, Human Dignity, Mobility
Taylor, Katie Headrick – Cognition and Instruction, 2020
In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone's house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and…
Descriptors: Epistemology, Urban Planning, Teaching Methods, Learning Processes
Bang, Megan – Cognition and Instruction, 2020
This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the move--always migrating--even if and when we construct sedentarist bias and territorial boundaries of the nation-state as normative or when we remember or remake as "ambulatory we's" as we engage in…
Descriptors: Individual Development, Social Justice, Sustainable Development, Educational Change
Chen, Grace A. – Cognition and Instruction, 2020
This paper draws on Ahmed's construct of "affective economies" to explore the role of affect in explaining how marginalization becomes (re)produced in pre-service teachers' encounters with an actor playing a Kurdish refugee mother in a simulated parent-teacher conference. Through an interpretive case study of four matched-pair…
Descriptors: Affective Behavior, Preservice Teachers, Parent Teacher Cooperation, Interpersonal Relationship
Vakil, Sepehr – Cognition and Instruction, 2020
While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political…
Descriptors: Self Concept, Politics, Computer Science Education, Metacognition
Nolen, Susan Bobbitt; Wetzstein, Lia; Goodell, Alexandra – Cognition and Instruction, 2020
Disciplinary activity in science is tool-mediated, and instructional designers often build in opportunities for students to use the conceptual and material tools of the discipline as they engage in activity. When this activity takes place in schools, students and teachers may modify or reject disciplinary tools to fit the goals of schooling. We…
Descriptors: High School Students, Advanced Placement Programs, Student Projects, Active Learning
Tang, Xiaowei; Yang, Liu; Levin, Daniel M. – Cognition and Instruction, 2020
In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that of their English-speaking and Greek-speaking counterparts (as recorded in the literature). Inspired by a…
Descriptors: Thinking Skills, Science Education, Comparative Analysis, Contrastive Linguistics
Richards, Jennifer; Elby, Andrew; Luna, Melissa J.; Robertson, Amy D.; Levin, Daniel M.; Nyeggen, Colleen G. – Cognition and Instruction, 2020
Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students' ideas--the meaning students are making--and pursuing that thinking, adjusting the…
Descriptors: Beginning Teachers, Teacher Attitudes, Attention, Teacher Response
Read, Kirsten; Padula, Lily; Piacentini, Julia; Vo, Vivian – Journal of Cognition and Development, 2022
Rhyme awareness is a varied skill emerging consistently only in late preschool, yet children respond to rhythmic and phonological patterns to spontaneously complete rhymes in everyday settings. Our study replicates and extends previous work using a modified preferential looking task to test whether preschoolers can efficiently use rhyme to…
Descriptors: Rhyme, Preschool Children, Listening, Attention
Blankenship, Tashauna L.; Calkins, Susan D.; Bell, Martha Ann – Journal of Cognition and Development, 2022
Item recognition and temporal order memory follow different developmental trajectories during middle childhood, with item recognition performance stabilizing and temporal order memory performance continuing to improve. We investigated the potential unique role of individual executive functions on item recognition and temporal order memory during…
Descriptors: Executive Function, Recognition (Psychology), Time Perspective, Short Term Memory
Echelbarger, Margaret; Roberts, Steven O.; Gelman, Susan A. – Journal of Cognition and Development, 2022
All societies have resource inequality, wherein some possess more resources than others. How should one respond to such inequality? We tested how children 4-13 years (N= 298) balance concerns about equity and ownership rights, when the two are at odds, in both individual (Study 1) and group (Study 2) contexts. Across these studies, children…
Descriptors: Ownership, Resources, Resource Allocation, Preschool Children
McGuire, Katherine L. – Journal of Cognition and Development, 2022
Children have traditionally been viewed as less reliable witnesses than are adults. More recently, a concept known as developmental reversals, has brought this view into question. Developmental reversals have demonstrated that in certain contexts, children produce fewer false memories than adults. The primary paradigm used to demonstrate…
Descriptors: Memory, Cognitive Processes, Context Effect, Accuracy
Gandotra, Aditi; Csaba, Sára; Sattar, Yasar; Cserényi, Vanda; Bizonics, Róbert; Cserjesi, Renata; Kotyuk, Eszter – Journal of Cognition and Development, 2022
The relationship between motor skills and executive functions (EFs) is gaining prominence in the field of developmental psychology. However, evidence of the motor skills--EFs link in children with typical development is somewhat inconsistent and there has been no adequate attempt to evaluate it systematically across studies. In view of this, the…
Descriptors: Psychomotor Skills, Executive Function, Child Development, Children