Applied Cognitive Research in K-3 Classrooms

Applied Cognitive Research in K-3 Classrooms provides researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding of research in the school environment and sets an agenda for further research that applies cognitive psychology in early elementary classrooms.

S. Kenneth Thurman, Catherine A. Fiorello

@contents: Selected Contents: Table of Contents Preface INTRODUCTION Chapter 1: Cognition in the Early Elementary Classroom Mary C. McKenna, Erin K. Jurgensen, and S. Kenneth Thurman PART ONE: Cognitive Applications in Early Elementary Classrooms Chapter 2: Working Memory and Classroom Learning Susan E. Gathercole and Tracy Packiam Alloway Chapter 3: Executive Function, School Readiness and School Achievement Ulrich Muller, Dana Lieberman, Douglas Frye and Philip David Zelazo Chapter 4: Theory of Mind, Understanding Teaching and Early Childhood Education Douglas Frye and Zhenlin Wang Chapter 5: Translating Cognitive Science to the Classroom: The Role of Phonological Sensitivity and Vocabulary in the Development of Early Literacy Skills James P. Byrnes and Barbara A. Wasik Chapter 6: Validating Individual Differences through Examination of Converging Psychometric and Neuropsychological Models of Cognitive Functioning Catherine A. Fiorello, James B. Hale, Lindsey E. Snyder, Elizabeth Forrest and Annemarie Teodori PART TWO: Considerations for Further Research: Methods, Policy and Issues Chapter 7: Data Collection Methods: Potential Pitfalls when Implementing Early Reading Programs as Educational Interventions Gary D. Phye Chapter 8: Experimental Approaches for Overcoming Practical Challenges of Classroom Research Sharon M. Carver Chapter 9: Bridging the Gap between Psychological Science and Educational Policy and Practice Gregory White, Gwen Frishkoff, and Merry Bullock Chapter 10: Issues and Concerns in Conducting Applied Cognitive Research S. Kenneth Thurman and Marissa H. Kiepert