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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. experiences and, 117–119, 120, 121, 124– 125, 126–127, 233 functional organization, 120–121, 122–123, 126 instruction and, 121–123 learning and, 4, 114–115, 119–121 misconceptions about, 114 neural activity and, 119–120, 127, 276 social interaction and, 119, 126 synaptic connections, 116–118, 119–120, 122, 126 timetable for, 121–122, 126–127 Brain processes memory and, 124–126 silent areas, 114 Breadloaf Writing Project, 198 BreadNet, 198 Bridging strategy, 179, 180, 187 Bruer, John, 127 Bush, Vannevar, 213 C Calculus, 66 Cat learning, 6–8 Causality physical, 84–88 Challenge 2000 Multimedia Project, 222 Chèche Konnen approach, 183–184, 187, 241 Chicago Teachers Academy for Mathematics and Science, 195 Children’s learning, 234–235. See also Infant cognition biological causality, 4, 88–89, 90, 112, 233 caregiver-child interactions, 103–104, 112– 113 children’s conceptions of intelligence and, 82, 101–102 choosing strategies, 99–101 community environments, 82, 111, 113 conversational, 109–110 cultural factors, 23, 108–111, 113, 233, 276 eavesdropping, 109–110 guided learning, 102–111 language, 4, 91–95, 102, 109, 112, 121 mathematics, 4, 12, 69, 71, 91, 92, 112, 137–138, 196 memory capacity and, 18, 58, 95–96 metacognition, 18–19, 21, 47, 82, 97–98 motivation, 61, 77, 101–102, 112 multiple intelligences and, 82, 101 multiple-strategy usage, 98–101 non-self-directed, 102 number concepts, 4, 91, 92, 112 observational, 109 physical concepts, 87–88, 102, 112 preconceptions, 10–12, 14–16, 19–20, 24, 70–71, 136, 153, 218, 236–237, 255, 261–262, 263 prior knowledge, 10–11, 14, 53, 54–55, 68–73, 78, 233 privileged-domain competencies, 81–82, 84–95, 102, 112 processing time, 58 reading, 105–108 reasoning complexity, 99, 138, 153 self-directed, 102 story-telling, 108 strategic competence, 82, 95, 96–98, 112 tool use, 87–88 Chunking/clustering technique, 32–33, 38, 52, 96–97 Classroom Action Research Network, 199 Classrooms communications technology for, 182, 219, 247 community connections, 25–26, 207–208, 224–226, 246 competitiveness of students, 146 environments for learning, 23–24, 144– 147, 154, 246, 247 Global Lab, 209 norms and expectations, 145–147, 188 research based in, 199–200, 248, 252–254, 255, 259 Coaching, 42, 68, 177–178, 180–182, 222–223 Cognitive and motivational factors, 280 representations and strategies, 65, 144, 145, 243 science, 8, 234, 244–245, 276, 279 Cognitively Guided Instruction Project, 197
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