The origins of intelligence in children.

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doi:10.1037/h0051916

Cited by 18 publications

(13 citation statements)

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“…al., 2016). For instance, the relation between gross motor skills and executive functioning has its origins in Piaget's theory that the emergence of motor and sensorimotor abilities is precursors for cognitive development (Piaget & Cook, 1953). Neuroimaging studies have provided some interpretation for the links between motor and cognitive outcomes (Diamond, 2000;Piek et al, 2004;Wassenberg et al, 2016), showing that the cerebellum (critical for motor skills) and prefrontal cortex (critical for higher-order cognition) are co-activated during cognitive and motor tasks (Berman et al, 1995).…”

Section: Research Highlightsmentioning

confidence: 99%

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Cook

Howard

Scerif

et al. 2019

Developmental Science

124

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Executive function is foundational for cognitive development. Previous research has shown both gross motor skills and physical activity to be related to executive function. However, evidence for these relationships in the preschool years, as well as in low‐ and middle‐income countries is lacking. Therefore, this study aimed to investigate the relationships between components of executive function (inhibition, shifting and working memory) and gross motor skills (locomotor skills and object control skills) in a sample of preschool children from urban and rural low‐income settings in South Africa. Results revealed that inhibition and working memory, but not shifting, were associated with gross motor skills. More specifically: inhibition was associated with both locomotor [β = 0.20, p = 0.047] and object control skills [β = 0.24, p = 0.024], whereas working memory was only associated with locomotor skills [β = 0.21, p = 0.039]. Physical activity was not associated with inhibition and shifting but was negatively associated with working memory. These results elaborate a growing evidence base linking executive function and gross motor skills in the early years, and it is the first to look at specific associations of locomotor and object control skills with executive function in the South African context (a low‐ and middle‐income country).

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Section: Research Highlightsmentioning

confidence: 99%

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Cook

Howard

Scerif

et al. 2019

Developmental Science

124

View full text Add to dashboard Cite

show abstract

“…Early education psychologists such as Piaget and Vygotsky argued that individuals have a developmental orientation. Piaget (1953) argued that education has the potential to enrich and provide opportunities for development. Vygotsky (1978) also argued that education can lead to development.…”

Section: Historical and Current Conceptualizations Of Developmentmentioning

confidence: 99%

Reclaiming the “D” in HRD

Garavan

McGuire

Lee³

2015

Human Resource Development Review

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Despite being viewed as a major construct at the heart of human resource development (HRD), considerable complexity, confusion, and ambiguity exists regarding the conceptualization of development. The notion of development has attracted interest from a wide array of fields including HRD, adult education, psychology, management studies, and organization theory. As a result, there is little consistency in how development is understood, conceptualized, or tested. This article examines the current body of knowledge and understanding on development to develop a typology to focus future research and investigations. A typology of development is proposed, and four development types are identified. The article then articulates the underlying theories, primary antecedents, and outcomes associated with each of the four development types. Finally, recommendations and avenues for future research arising from the typology are specified.

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“…The theoretical and constructivist paradigm in conceptual progressive social studies was drawn from Dewey (1916), Piaget (1952), and Vygotsky (1978) theories. Constructivist learning has been the modern and progressive form in learning today and paves the way to prepare secondary students to develop their critical thinking in social studies.…”

Section: Constructivist Learning and Social Studiesmentioning

confidence: 99%

Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

Muhammad

2020

JSE

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This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

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The origins of intelligence in children.

Cited by 18 publications

References 0 publications

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Associations of physical activity and gross motor skills with executive function in preschool children from low‐income South African settings

Reclaiming the “D” in HRD

Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

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