The Role of Central Conceptual Structures in the Development of Children's Thought

I. Introduction: Reconceptualizing the Nature of Children’s Conceptual Structures and Their Development in Middle Childhood (Robbie Case).

II. Exploring the Microstructure of Children's Central Conceptual Structures in the Domain of Number (Yukari Okamoto and Robbie Case).

III. Exploring the Macrostructure of Children’s Central Conceptual Structures in the Domains of Number and Narrative (Robbie Case, Yukari Okamoto, Barbara Henderson, Anne McKeough, and Charles Bleiker).

IV. Evaluating the Breadth and Depth of Training Effects when Central Conceptual Structures are Taught (Sharon Griffin and Robbie Case).

V. Central Spatial Structures and Their Development (Robbie Case, Kimberly Marra Stephenson, Charles Bleiker, and Yukari Okamoto).

VI. Cross-Cultural Investigations (Yukari Okamoto, Robbies Case, Charles Bleiker, and Barvara Hnderson).

VII. Modeling the Dynamic Interplay Between General and Specific Change in Children's Conceptual Understanding (Robbie Case).

VIII. Summary and Conclusion (Robbie Case)'.

Appendix A. Administration and Scoring of the Numerical Tasks.

Appendix B. Administering and Scoring of the Narrative Tests.

Appendix C. Administration and Scoring of the Spatial Tasks.

Appendix D. Sample Lesson from the Right start Program.

Appendix E. Procedures and Parameters for Fitting the Growth of Working Memory with a Set of Logistic Equations.

References.

Acknowledgments.

Commentary.

A Grand theory of Development (Robert S. Siegler).

Central Conceptual Structures: Seeking Developmental Integration (Daniel P. Keating).

Reply.

Modeling the Process of Conceptual Change in a Continuously Evolving Hierarchical System (Robbie Case).

Contributors.

Statement of Editorial Policy.