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Academic literature on the topic 'Cognitive styles in children Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Cognitive styles in children Australia"

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Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.

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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
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Pattison, Clare, and Robert M. Lynd-Stevenson. "The Prevention of Depressive Symptoms in Children: The Immediate and Long-term Outcomes of a School-based Program." Behaviour Change 18, no. 2 (June 1, 2001): 92–102. http://dx.doi.org/10.1375/bech.18.2.92.

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AbstractThe ability of a school-based program with training in both cognitive and social skills to prevent depressive symptoms in children (the Penn Prevention Program) was evaluated. Research conducted in Australia has failed to replicate the success of the program in the United States. Also evaluated was the ability of the program to reduce the symptoms of anxiety, the assumption that changes in social skills and cognitive style would be associated with changes in symptoms of depression and anxiety, and the relative merits of the cognitive and social components of the program. Sixty-three children in fifth and sixth grades were randomly allocated to intervention and control groups. There was no evidence that the Penn Prevention Program had any impact on the variables measured at the end of the program or at the 8-month follow-up assessment. Limitations and implications of the present findings are discussed.
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Powell, Martine B., Jane Goodman-Delahunty, Sarah L. Deck, Madeleine Bearman, and Nina Westera. "An evaluation of the question types used by criminal justice professionals with complainants in child sexual assault trials." Journal of Criminology 55, no. 1 (January 4, 2022): 106–24. http://dx.doi.org/10.1177/26338076211068182.

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The way that complainants of child sexual assault are questioned about their experiences can profoundly influence the accuracy, credibility, and consistency of their evidence. This is the case for all people, but especially children whose language, social, and cognitive capacity is still developing. In this study, we examined the questions used by a representative sample of Australian prosecutors, defense lawyers, and judges/magistrates to determine if this is an area that warrants improvement. Our focus was the type of questions used by the different professionals and how (if at all) these varied across complainant age groups (children, adolescents, and adults, total N = 63). Our findings revealed that each complainant group was questioned in a manner known to heighten misunderstanding and error (e.g., complex and leading questions were used frequently by all professional groups). There was also little indication of question adaption according to age (e.g., prosecutors asked children more complex questions than they asked adults). When the results are considered in the context of the broader literature on the impact of different question styles, they suggest that professional development in questioning would improve the quality of trial advocacy and judicial rulings.
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TenHouten, Warren D. "Application of Dual Brain Theory to Cross-Cultural Studies of Cognitive Development and Education." Sociological Perspectives 32, no. 2 (June 1989): 153–67. http://dx.doi.org/10.2307/1389094.

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The cognitive structures of children from minority group, poor, rural, aboriginal, or otherwise socially disadvantaged backgrounds are hypothesized to be gestalt-synthetic in mode of thought and field-dependent in cognitive style; cognitive structures of children from dominant, majority, urban, nonaboriginal, or otherwise advantaged backgrounds, to be relatively logical-analytic and field-independent. These cognitive structures are shown by cerebral lateralization theory to have neurophysiological substrates. Individual hemisphericity, the tendency to rely on the resources of the right or left cerebral hemisphere, is interpreted on four distinct levels: performance hemisphericity, hemispheric activation, hemispheric preference (as personality structure), and cognitive style (lateral flexibility). An illustrative comparison of thinking processes of Australian Aborigines and Australian-born whites is developed using primary and secondary data.
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Oakland, Thomas, Michael Faulkner, and Kyle Bassett. "Temperament styles of children from Australia and the United States." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 35–51. http://dx.doi.org/10.1017/s081651220002928x.

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AbstractTemperament qualities of 308 Australian children are flrst described and then compared with 3623 children in the United States. Australian children display considerable balance in their preferences for extroversion-introversion and organised-flexible styles. However, more prefer thinking than feeling styles and imaginative than practical styles. Gender differences exist on thinking-feeling and practical-imaginative styles. Compared to their USA age peers,Australian children, both boys and girls, are more likely to prefer thinking as well as flexible styles.Australian and USA children generally do not differ in their preferences for extroversion-introversion and practical-imaginative styles.
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Kogan, Nathan, and Carolyn Saarni. "Cognitive styles in children: some evolving trends∗." Early Child Development and Care 43, no. 1 (January 1989): 101–28. http://dx.doi.org/10.1080/0300443890430109.

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Santostefano, Sebastiano, Mª Angeles Quiroga Estévez, and Susan Rooney Santostefano. "Life Stressors and Cognitive Styles in Children." Spanish Journal of Psychology 4, no. 1 (May 2001): 37–47. http://dx.doi.org/10.1017/s1138741600005631.

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To explore the way that children's cognitive functioning relates to stressors they report experiencing in every day life, this study used the approach of cognitive control theory, which defines cognition as a set of mobile functions that, in serving adaptation, shift in their organization. Children (N= 93), ranging in age from 56 to 115 months, were administered individually the Life Stressor Interview and several cognitive control tasks. Children who reported being exposed to arguments and threatening gestures among adults made more errors when focusing attention while distracted by stimuli concerning nurture. Children who reported being upset by shootings and fights had more difficulty remembering test information depicting two persons in a shoot-out. The results are discussed in terms of the potential value of an approach that integrates cognitive activity with personality.
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Saracho, Olivia N., and Bernard Spodek. "Matching Preschool Children's and Teachers' Cognitive Styles." Perceptual and Motor Skills 78, no. 2 (April 1994): 683–89. http://dx.doi.org/10.2466/pms.1994.78.2.683.

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The study examined the significance of matching the cognitive styles of 3-, 4-, and 5-yr.-old preschool children and their teachers. 150 female teachers and their children were administered several instruments to measure cognitive style, intelligence, and the teachers' assessment of their classroom children. They included the Peabody Picture Vocabulary Test, Articulation of the Body-concept Scale, and Teachers' Ranking Form. Analysis indicated that teachers assessed their matched and mismatched children's relative standing on a standardized test differently by age. For 3-yr.-olds, field-dependent teachers underestimated their mismatched children more than their other children, while field-independent teachers underestimated their matched children more. Teachers of 4-yr.-old children overestimated all children. For 5-yr.-olds, field-dependent teachers assessed their mismatched children more negatively than their matched children, while field-independent teachers assessed their mismatched children more positively than the field-dependent teachers.
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Galletta, D., M. D’Amaro, S. Celentano, C. Santoriello, and R. Passerini. "Cognitive styles and specific learning disorders in children and adolescents." European Psychiatry 64, S1 (April 2021): S384—S385. http://dx.doi.org/10.1192/j.eurpsy.2021.1031.

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IntroductionLearning Difficulties relates to significant and unusual difficulties in the acquisition and use of one or more of the following areas: listening, speaking, reading, writing and mathematical skills. In the last twenty years, following the research conducted by cognitive psychology, from neuropsychology, from pedagogy and from the confrontation between educators and psychologists, the attention was focused on the cognitive modalities of the subjects engaged in learning tasks.ObjectivesThanks to the study of cognitive styles and Learning Styles thelearning subject was placed at the center of the educational project, stimulating from on the one hand there is also reflection on teaching styles and the most appropriate ones methodologies, teaching methods and methods of approaching the individual disciplines and, on the other hand, prompting clinicians to research around the intellectual peculiarities of each subject and a outline a descriptive criterion of his / her cognitive functioning profile.MethodsThe intellectual scale (WISC IV) of 32 children (aged between 7 and 15 years) with specific learning disabilities was analyzed, in order to highlight the underlying intellectual functioning and any cognitive styles.ResultsAccording to the international scientific literature, the results show a greater fall in the area of working memory, followed by the cognitive domain concerning processing speed.ConclusionsIn detail, by analyzing the individual subtests, greater difficulties are noted, at all ages, in the processes of abstraction and conceptualization, in short-term auditory memory, in the speed of processing and visual-praxic motor coordination.
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Saks, M. "Do Two- and Three-Year-Old Children Have Cognitive Styles?" Soviet Psychology 26, no. 3 (April 1988): 84–102. http://dx.doi.org/10.2753/rpo1061-0405260384.

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Dissertations / Theses on the topic "Cognitive styles in children Australia"

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Schepman, Karen Helena Allegonda. "Cognitive styles in depressed children with or without comorbid conduct disorder." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425354.

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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.

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Most departmental policy statements on the education of gifted and talented students recommend their retention, where possible, in mainstream classes in neighbourhood schools. The educational experience in such classes, of 14 students identified as academically gifted by their teachers, was investigated using a case study approach. Their cognitive style was studied by reference to information processing strategies as revealed in WISC-R subtest scores. Interpersonal and communication skills were investigated through classroom observation and structured interviews. The theories of deviance and authority were applied in interpreting this data. Results indicated relationships between students' cognitive style and teachers' identification methods, and between students' cognitive style and their school satisfaction. Sex differences in teacher response and student interaction were also noted.
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Bussan, Beth Larey Morris Jeanne B. "An identification and analysis of field-dependent and field-independent cognitive styles of selected kindergarten children." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203023.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 5, 2005. Dissertation Committee: Jeanne B. Morris (chair), John H. Crotts, Dennis L. Gainey, John T. Goeldi, Ronald S. Halinski. Includes bibliographical references (leaves 83-99) and abstract. Also available in print.
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Mast, Cynda Overton. "The Effects of Cognitive Styles on Summarization of Expository Text." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332362/.

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The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively. Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year. The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing. Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.
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Vincent, John Terence. "Computer mediated multimodal text production : ten year olds crossing semiotic boundaries /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001495.

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French, Lisa Rebecca. "Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103196.

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The long-held notion that gifted students prefer to work alone is reported in several general textbooks on gifted children. However, studies addressing this issue are mixed and certainly not conclusive. Earlier studies disagree on whether those gifted children who claim a preference for working alone do so as a function of grade and maturational stage, sex, or personality characteristics commensurate with increasingly higher IQs. The current study re-examines this notion through the lens of motivation through social-constructivist theory. Two hundred and forty-seven American school-identified gifted, high achieving, and non-identified (i.e., non-gifted, regular education) students in grades 4 through 12 participated. The measure used in this study was a survey comprising items used in past learning style-related research, items adapted from a personality index and an interest profile, as well as locally-developed open-ended questions regarding preferred learning conditions, learning-related personality characteristics, and perceptions of support in their learning. Participants also had the opportunity to offer ideas about ideal learning situations, and their beliefs on why some children versus others might prefer to work alone. Finally, this study attempted to confirm the hypothesis that those gifted students who feel adequately supported by those in their environment will be less likely to indicate a preference for working alone, compared to those who do not feel supported. Although some indication of a preference of gifted students to work alone was present, this preference was not strong because it varied based on how the question was posed. Moreover, sex and grade-related differences were noted. Perhaps most interestingly, in support of the hypothesis of the study, those participants who reported feeling least supported by others reported the strongest preference to work alone. Implications of these findings on classroom curriculum, future career functioning, and mental health are discussed.
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Yates, Shirley Mary. "Reflection-impulsivity and delay of gratification in young children /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09EDM/09edmy34.pdf.

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Flach, Tami Wootton. "Application of differentiation and universal design for learning in the second grade science curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/tflach2007.pdf.

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Fandino, Emily Christine. "The importance of differentiated instruction to student involvement, motivation, and learning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3404.

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This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.
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Benson, Carol Trinko Jones Graham A. "Assessing students' thinking in modeling probability contexts." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986725.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.
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Books on the topic "Cognitive styles in children Australia"

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Tamar, Globerson, Zelniker Tamar, and Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., eds. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.

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Morgan, Harry. Cognitive styles and classroom learning. Westport, Conn: Praeger, 1997.

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Shuzhi, Yang, ed. Fa xian hai zi de xue xi mi ma. Taibei Shi: Ai jia wen hua shi ye ji jin hui, 2004.

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The way they learn. Colorado Springs, CO: Focus on the Family Pub., 1994.

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The way they learn. Wheaton, IL: Tyndale House Publishers, 1994.

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Griggs, Shirley A. Learning styles counseling. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse, 1991.

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Hanson, J. Robert. Research on learning styles and academic performance. Moorestown, N.J: Hanson, Silver, Strong & Associates, 1989.

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Tartas, Valérie. La construction du temps social par l'enfant. Berne: Peter Lang, 2009.

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Purohit, Tani Nibedita. Culture, cognitive style, and mathematics. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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Shuzhi, Yang, ed. Fa xian hai zi de xue xi mi ma: The way they learn. Taibei Shi: Ai jia wen hua shi ye ji jin hui, 2012.

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Book chapters on the topic "Cognitive styles in children Australia"

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Kogan, Nathan, and Carolyn Saarni. "Cognitive styles in children: some evolving trends 1." In Cognitive Style and Early Education, 3–32. Routledge, 2017. http://dx.doi.org/10.4324/9781315209968-1.

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Goubert, Liesbet, and Laura E. Simons. "Cognitive styles and processes in paediatric pain." In Oxford Textbook of Paediatric Pain, 95–101. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642656.003.0010.

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Chronic pain is prevalent in children and adolescents. The current chapter outlines an interpersonal perspective on child pain, demonstrating the central role of child and parent pain-related cognitions in the development and maintenance of chronic pain in childhood. Pain takes place within a social context: children’s expressions of pain (e.g. facial pain displays) are observed and decoded by others (parents), eliciting emotional and behavioural responses. Parents’ responses may impact child outcomes in two ways, directly by imposing activity limitations/encouraging activity engagement or indirectly through observational learning. Although personality and temperamental factors may predispose children and parents to perceive pain as more or less threatening to deal with, the model presented in this chapter focuses on proximal pain-related cognitive processes and associated behaviours that contribute to pain-related disability in children. Recent evidence suggests that perceptions of pain as highly threatening (i.e. catastrophizing) may lead to fearful reactions to pain, activity avoidant behaviours, and more disability. In parents, catastrophizing thoughts about child pain are associated with higher levels of child disability, with recent evidence implicating parent protective behaviours as a mediating mechanism.
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Drewes, Athena A., and John W. Seymour. "Integrative Psychotherapy with Children." In Handbook of Psychotherapy Integration, edited by John C. Norcross and Marvin R. Goldfried, 341–56. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190690465.003.0016.

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Children’s psychological disorders are complex and multidetermined, compounded by emerging cognitive styles, self-concepts, developmental trajectories, and environmental considerations that result in unique clinical demands. Consequently, child psychotherapy requires a broader conceptualization and individualized treatment. This chapter examines psychotherapy integration in working with children. The use of integrative treatments is central to children, although it is neither clearly identified nor well developed in research or practice. The authors examine assimilative, theoretical, and technical integration as well as common factors in treating children. A case example, a review of outcome research, and forecasts of future directions conclude the chapter.
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Evans, Hugh L. "Cognitive and Behavioral Manifestations of Lead." In Cognitive and Behavioral Abnormalities of Pediatric Diseases. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195342680.003.0071.

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The link between exposure to lead and children’s cognitive problems was implied in the earliest medical reports of frank lead poisoning of young children in Australia in the 1800s (Lin-Fu 1992). Children with acute severe toxicity of lead (Pb) are now rarely seen in the United States. However, millions of children may have subclinical neurobehavioral disorders associated with chronic low-level exposure to lead, representing a major public health concern (Bellinger 2008a). Lead is a nonessential metal that is recognized as a source of toxic exposure, with the developing nervous system particularly vulnerable. Because of this, U.S. regulations limiting the lead content of gasoline and household paint have led to a gradual reduction of the average blood lead concentration of Americans over the last three decades. Average blood lead levels of children in the United States dropped an estimated 78% from 1976 to 1991 (Brody et al. 1994; Caldwell et al. 2009). Despite these reductions in exposure to lead, new advances in research techniques have documented harmful consequences associated with lower blood lead levels. This raises the possibility that there is no threshold for occurrence of lead-induced toxicity. Bellinger (2008a) refers to “the silent pandemic of neurodevelopmental disorders resulting from children’s continuing exposure to low levels of lead.” The developing brain may be more sensitive to exposure to lead than the adult. Since the pioneering work of Needleman and colleagues (1979), a large scientific literature has documented the deleterious effects of pre- and neonatal exposure to lead. Decrements in IQ scores have proven to be among the most sensitive and consistent consequences of a child’s exposure to lead, but other cognitive and behavioral changes have been described as well, including attention-deficit hyperactivity disorder (ADHD). Among the important current sources of children’s exposure to lead is household dust (Dixon et al. 2009) the lead content in old water pipes, batteries, and from contamination by numerous industrial processes. Pre and postnatal exposure to cigarette smoke is a cofactor with lead exposure in children’s conduct disorders (Braun et al. 2008). Diagnosis of lead-induced disorders involves the determination of exposure to lead and the atomic absorption assay of lead in whole blood.
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Brank, Eve M. "Parenthood and Other Caregiving." In The Psychology of Family Law, 79–100. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479865413.003.0006.

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Despite how difficult it is to be a parent, people still chose to take on the task of parenting. Beyond the general evolutionary and biological reasons to bear children, cognitive biases could be at play and serving as encouragement for entering into parenthood. Such cognitive biases include affective forecasting, cognitive dissonance, and the burden of choice. All parenting is difficult, but modern parenting comes with special difficulties such as the financial burdens and conflicting research and public opinion concerning parenting styles. Additionally, parenting brings about a unique legal status that has implications for employment, criminal and civil parental responsibility, other caregiving involvement, and educational requirements.
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Eskildsen, Søren, Kasper Rodil, and Matthias Rehm. "Identification and Analysis of Primary School Children’s Knowledge Acquisition." In Packaging Digital Information for Enhanced Learning and Analysis, 333–54. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4462-5.ch015.

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Measuring a learning effect can be a difficult task and is not made any easier with all the parameters that can be taken into account. This chapter provides an insight into what to consider as interesting parameters when evaluating an interactive learning tool. The authors introduce a visual approach to enlighten children and teachers. This is done by visualizing logging data that has been collected during learning sessions with the Virtual Savannah software. They do not leave out traditional means like observation and usability testing, since they believe a holistic view is important, and a single method of data collection is not enough to base conclusions on. To understand the authors’ approach, a short introduction on various perspectives on visualization is essential. The authors also discuss how multimedia can be used on a cognitive level to satisfy more pupils with different learning styles. Lastly, the authors present their approach and results from an in situ evaluation on primary school children.
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Maria, Murdaca Anna, Cuzzocrea Francesca, Oliva Patrizia, and Larcan Rosalba. "Pedagogical-Didactic Training for an Inclusive Didactics." In Educational Technology Use and Design for Improved Learning Opportunities, 63–91. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch004.

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In recent years, focused studies have highlighted increasingly the importance of using new technologies during the planning of educational and didactic paths to develop skills and functions in disabled patients. They deal with assistive technologies that represent real opportunities of e-participation and social life. They also work as scaffolding in order to promote developing processes for an inclusive didactics. This chapter moves in such direction: about the importance of technologies in mental retardation. This importance turns around the usability of many inputs, which can offer to disabled patients the possibility to exercise their cognitive styles, their own characteristics, and their own autonomies to increase motivation and self-esteem. A didactic application of educational software, based on Precision Teaching method, is proposed in order to: a) verify the effectiveness of this didactic software on learning of integrative skills and b) verify gender differences. For this study, 40 children were selected (20 boys and 20 girls) with and without mental retardation. Results show learning improvements in each group; in spite of students' difficulties, the use of Precision Teaching seems to have reduced significantly the initial cognitive gap, which refers to the number of correct responses (accuracy) and to response time (fluency) relative to the learning of how to use money. Finally, new perspectives of its pedagogical and rehabilitative application for students with special needs are also discussed.
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Snow, Pamela. "Foreword." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, xv—xvi. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1353.

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In the third decade of the 21st century, it is difficult to think of an aspect of children’s education in industrialised, first-world nations that is more important, yet sadly, more contested, than reading instruction. Ironically, reading and how to teach it, is also one of the most widely researched aspects of child development. A number of branches of psychology, such as cognitive, experimental, educational, and developmental neuropsychology have devoted hundreds of thousands of hours to outputs in academic journals and research theses, conference presentations, blogs, social media posts, and private and public debates. The publication of three national inquiries (the US in 2000, Australia in 2005, and England in 2006) heralded something of a false dawn in putting the major debates to rest, unanimously highlighting the importance of an early focus on explicitly and systematically teaching children (as readers and writers) how the English writing system works, alongside supporting their development in phonemic awareness, vocabulary, fluency, and comprehension.
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"therapeutic styles. This volume offers a wealth of guidelines for understanding the intricate messages embedded in children’s illustrations and within the therapeutic process. Over 100 examples integrate extensive research and clinical experience to provide understandable direction in assisting children to work through their everyday problems. Malchiodi, C. (Ed.). (2002). Handbook of Art Therapy. New York: Guilford Press. This edited text presents 30 professional contributions via case illustrations from a wide range of settings and explains how art therapy can be used to provide fresh views of conflicts and solutions for clients of all ages. Presenting problems include sex abuse and trauma, developmental and learning difficulties, adolescent depression, drug and alcohol abuse, problems specific to elderly populations, family conflicts, and severe mental illness. This edited volume provides an overview of art therapy procedures from varied theoretical perspectives, including analytic, cognitive-behavioral, and developmental models. Oster, G. & Montgomery, S. (1996). Clinical Uses of Drawings. Northvale, NJ: Jason Aronson. A concise guide that introduces non-art therapists to the value of drawings during initial evaluations and subsequent therapy sessions. A practical manual for clinicians that provide useful drawing directives when working with individuals, groups, and families in both inpatient and outpatient settings. This book was a sequel to the first edition of Using Drawings in Assessment and Therapy. Riley, S. (1999). Contemporary Art Therapy with Adolescents. London: Jessica Kingsley Publishers. In this book, Shirley Riley draws upon her many productive clinical experiences and teachings to share creative approaches that work to engage troubled adolescents. In understandable prose, she is able to integrate theory with practical suggestions to explain how she connects with teenagers who may be resistant to change or provocative in their behaviors. She offers many possibilities that work in various settings and provides numerous case illustrations that explain how the process unfolds. The contents of this volume and observations by the author are refreshingly realistic, reflecting both the successes and failures inherent to adolescent therapy." In Using Drawings in Assessment and Therapy, 258. Routledge, 2004. http://dx.doi.org/10.4324/9780203341049-77.

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Conference papers on the topic "Cognitive styles in children Australia"

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Kinley, Khamsum, Dian Tjondronegoro, and Helen Partridge. "Web searching interaction model based on user cognitive styles." In the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1952222.1952296.

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Zhelezniakova, Elena. "Challenges and Prospects of Studying Cognitive Styles and Strategies of Bilingual Children." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.21.

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