Language, literacy, and cognitive development : the development and consequences of symbolic communication

By E. Scholnick, E. Amsel, James P. Byrnes. 2002

95 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b9183341c210a8b9a572d093a0cc3ef781fd1f8c

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In Developmental and Educational Psychology

Citations in the corpus

Block Talk: Spatial Language During Block Play (2011, background): “Gentner and colleagues (Gentner, 2003; Gentner & Loewenstein, 2002) suggest that spatial vocabulary may prove central for developing spatialrelational understanding; ‘‘. . .relational language fosters the development of representational structures that facilitate mental processing—that is, that…”
Implications of Evidence‐Centered Design for Educational Testing (2007, methodology): “An assessment based on a sociocultural perspective would look still further to mathematics as it functions within a community of practice and fluency with the protocols and the above-mentioned forms as they are used in that setting (e.g., Lehrer & Schauble, 2002).”
Metarepresentation: Native Competence and Targets for Instruction (2004, background): “See, in particular, Lehrer and Schauble (2003).”
A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning (2010, background): “Gentner and Loewenstein (2002) suggested that acquiring systems of relational terms can promote uniform relational encoding and thereby increase the likelihood of transfer, thus pointing toward their expectation that uniformity of representational encoding is central to transfer.”
Research Article Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems (2012, background): “…have found that K-8 students, with appropriate scaffolding , can engage in investigations, make hypotheses, gather evidence, design investigations , evaluate hypotheses in light of evidence, and build their conceptual understanding (Geier et al., 2008; Lehrer & Schauble, 2002; Metz, 2004).”
Children's Understanding of Scientific Inquiry: Their Conceptualization of Uncertainty in Investigations of Their Own Design (2004, background): “Finally, there are now existence proofs, in the form of classroom-based design experiments, in which elementary school children effectively engage in whole-cloth authentic scientific inquiry—without decomposition component processes (cf. Lehrer & Schauble, 2000, 2002; Palincsar & Magnusson, 2001).”