Examines the fallacies about the nature of abilities and learning and about the interaction between sense modalities which follow from the dichotomy in relation to explanations of spatial development in the blind. Suggests that interactions between cognitive and perceptual factors need to be considered to explain more adequately effects of sensory…

Two experiments using the habituation-dishabituation paradigm examined infants' ability to form and retrieve a basic-level category. Results indicated that infants categorized when tested immediately and after a five-minute delay. (PCB)

A study designed to examine biological, sociological, and early maturational correlates of intelligence collected data prospectively, from birth to 15 years of age, on a sample of 987 black children. Multiple indicators of eight independent and three dependent variables were tested in a structural equation model. Altogether, clear sex differences…

This monograph presents extensive abstracts of 49 papers on developmental approaches to identifying exceptional ability. Sample topics include: the gifted population in prison; identification of gifted rural children; use of the Stanford-Binet for identification; student characteristics and placement into special programs for the highly gifted;…

Data from a battery of spatial tests taken by children six to 18 years old indicate that a male advantage in spatial performance appears reliably by age 10, and that the magnitude of the advantage remains constant through age 18. (PCB)

Concepts important to cognitive development in children can be classified according to several levels. At level 1, concepts are equivalent in structural complexity to binary relations and univariate functions. At level 2, concepts are equivalent to compositions of binary relations, binary operations, and bivariate functions. At level 3, concepts…

Three groups of 10 children matched on verbal mental age (either with autism, with Down syndrome, or normally developing) attempted to imitate single pretend acts and a series of pretend acts that formed a script. Although children with autism were best on the single-act imitation, they demonstrated specific difficulties on the script imitation.…

Artistic giftedness in 217 4-, 6-, 8-, and 10-year olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Gifted children structured spatial relations, composed their drawings, and used color similarly to average children,…

Comparison of the mental status of 30 subjects with Down's Syndrome mosaicism and 30 matched subjects with trisomy 21 Down's Syndrome found that the mean intelligent quotient of the mosaic Down's Syndrome group was significantly higher and that this group showed better verbal abilities and more normal visual-perceptual skills. (Author/DB)

Investigates whether 6- to 12-month-old infants' exposure to the successful search behavior of a sibling in two object-concept tasks would enhance infants' subsequent performance on these tasks. (HOD)

Discusses research related to identifying early predictors of school success or intelligence. Reports on a study that suggested correlations exist between how babies process information (visual attentiveness) in the first six months of life and the child's performance on intelligence tests in school. (ML)

Examines and discusses origins of parents' beliefs concerning children's developmental processes and specific abilities, and the relations between these beliefs and parental behavior on the one hand and children's cognitive development on the other. (PCB)

Evaluates some possible reasons for the occurrence and eventual correction of children's naming errors in an experiment in which two-, four-, and six-year-olds learned two artificial object names in succession. (HOD)

Explores whether transactional/interactional, environmental, or developmental status models best represent growth from infancy to early childhood. Attempts to identify features of the social environment important for specific developmental outcomes. Observations of interactions between 40 mothers and their three-month-old infants were used to…

Describes two experiments that examined children's understanding of the distinction between real and apparent emotion. Discusses the findings in relation to research concerning children's concept of mind, their grasp of the appearance-reality distinction; their ability to produce complex, embedded justifications; and their ideas about emotion.…