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Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Core knowledge systems are the basis of our capacity to construct and learn new abilities and concepts. The objective of this study was to identify possible relationships and differences between Core knowledge systems, depending on variables of age, sex and parental socioeconomic status. This was done using an evaluation of socio-cognitive development in 328 participants (164 girls, 164 boys) with an age range between 37 and 71 months (M = 54 months, SD = 0.55) and the application of one task for each core knowledge system. A Kruskal-Wallis test revealed an effect of age on achievement in the general index of socio-cognitive development (p < 0.001), and this difference was also found in the tasks of functional object recognition (χ2 = 54.2, p < 0.001), numerical cognition (χ2 = 85.7, p < 0.001), and spatial location (χ2 = 8.26, p = 0.016). No differences were found in relation to sex or socioeconomic status. [ABSTRACT FROM AUTHOR]

Copyright of Panamerican Journal of Neuropsychology / Cuadernos de Neuropsicología is the property of Cuadernos de Neuropsicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The intention of this article is to argue that our theories of dominion about reality (and particularly our theories about the phenomena of social reality) are originated by both the influence of the phylogenetic inheritance of our species (implicit theories) and the cultural influences of the cognitive niches that human beings have constructed (mental models). The change from our spontaneous conceptions about learning (both the realistic and interpretative) to artificial conceptions (the constructive) requires an arduous and conscious exercise that will have to be mediated by systems of intentional instruction. In educative contexts, the professors' role is essential in order to create a conceptual change from the realistic implicit conceptions to the constructive conceptions. [ABSTRACT FROM AUTHOR]

The purpose of the material is to describe and to try to understand how the subject is transformed in his/her way of thinking and perceiving reality when the process of learning occurs within the context of a group of people. In this way, the subject is being impacted not only by a simple group of words but by an entire ideological situation which might not be the personal or the preferred one. It is during the process of expressing ideas when wording is organized, both one's own and the other's. When subjects are able to incorporate to their conscious external signs, those signs come with an entire set of social values and with the point of view of a specific social group, even though the subject does not belong to those values and points of view. This is how languages are not only groups of linguistic elements, but a series of prejudices and values of interests and personal positions from community members. [ABSTRACT FROM AUTHOR]