In his monumental research, although Piaget primarily relayed information about children's developmental stages of cognitive growth, Marian Marion goes on to discuss not only the developmental stages, yet focuses on how children think. In her textbook, "Guidance of Young Children", Marion conveys how teachers need to understand children and help…

Kuhn and Pease (p. 279, this issue) provide evidence for a change in learning as a result of increasing executive control during later childhood. Although the ability to inhibit information that biases answers in a reasoning task may account for their findings, the opportunity to gain specific experiences and engage different strategies in…

Contrasts Fodor's theory of children's Very Simple Theory of Mind, with the view that children's concepts cross-cut the adult conceptual system: young children do not distinguish between the state of affairs a belief is about and how this state of affairs is thought of, which puts a severe limit on their understanding of belief as distinct from…

Presents a conjoint recognition paradigm and a model that quantifies conscious and unconscious memory for learned materials and for the types of unlearned materials found to induce false memories in children. Validation study showed that model accounted for 7- and 10-year-olds' performance on recognition memory task. Conscious and unconscious…

Differentiates between several terms used to refer to the five-year period between ages 9 through 13 (for example, "youth,""pubescence,""puberty," and "preadolescence"). Theories related to preadolescence, including the developmental theories of Piaget, Kohlberg, and Erikson, are briefly discussed, and…

Recounts 3 experiments providing evidence against 2 interpretations of previous research findings that explicit memory develops substantially from 3 years of age to adulthood while implicit memory remains stable. Argues that the implicit-explicit memory developmental dissociation reflects differences in strategic processing (strategy use and…

Discusses how Adolph's research is relevant to four themes that are foundational to contemporary research on the development of perception and action: (1) reciprocity between perception and action; (2) prospective control of behavior; (3) variation and selection in the development of new behaviors; and (4) contributions of age and experience.…

The article reviews the literature on two questions: what is the normal course of creative development, and do peak periods exist during which people are most open to efforts to foster creative abilities. Six specific periods are identified as peak periods of creative growth. (DB)

Examines the concept of utilization deficiency related to memory strategy development. Argues that problems with current definition obscure previous important theoretical distinctions and limit investigations of strategy inefficiencies that are likely to be important in understanding development of strategy use. Maintains that the developmental…

Focuses on the importance and meaning of the degree of spontaneity in memory strategy production. Situates the concept of utilization deficiency within current work on memory strategy heterogeneity, contextual support, and situation-specific skills. Concludes that work on utilization deficiencies helps balance the focus on early emergence of…

This article responds to Sylvia Richardson (EC 602 667), noting a failure to address the definitional issues associated with dyslexia. A definition of dyslexia is offered that considers the nature of the processing limitation underlying the disorder as well as the developmental changes that occur in the manifestation of the disorder. (Author/DB)

Assessed 5-, 6-, 8- and 9-year-olds on two working memory tasks to explore the complementarity of working memory models postulated by Pascual-Leone and Baddeley. Pascual-Leone's theory offered a clear explanation of the results concerning central aspects of working memory. Baddeley's model provided a convincing account of findings regarding the…

Suggests an account of transitivity and transitive inferential reasoning differing from classic Piagetian and current information processing accounts. Postulates a three-component psychological system, with components relying on perceptual, linguistic, and conceptual subprocesses and sensitivity to simple cues. Maintains that the framework is…

The implications of the International School Psychology Committee's Declaration of the Psychological Rights of the Child are reviewed from the perspective of the life-span developmentalist. Primary focus is on how children's rights change from conception to adolescence. A critique of previous attempts to define children's rights is included.…

Considers the nature and developmental functions of physical activity play. Distinguishes three kinds of physical activity play with consecutive age peaks: rhythmic stereotypies, exercise play, and rough-and-tumble play. Considers gender differences and function in terms of immediate and deferred consequences in physical, cognitive, and social…