Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but…

Evidence from twin studies points to substantial environmental influences on intelligence, but the specifics of this influence are unclear. This study examined one developmental process that potentially causes intelligence differences: learning to read. In 1,890 twin pairs tested at 7, 9, 10, 12, and 16 years, a cross-lagged…

The dependence of immediate, short-term and long-term reproductive memory on operative understanding was studied in elementary school students. Results are interpreted in terms of Piaget's theory. (ST)

Presents a study which assessed preschool children's understanding of "front,""back," and "side" through a variety of tasks. A developmental sequence is defined. (ED)

Estimates confluence model of intellectual development for a within-family sample of 321 children from 101 transracial adoptive families. Mental ages of children and their parents and birth or adoption intervals were used in a nonlinear least-squares estimation procedure to obtain children's predicted mental ages. Results suggest efficiency of the…

Examined the origins of high general cognitive ability (g) in twins who were participating in the MacArthur Longitudinal Twin Study. Formed high g groups from the 19th percentile and above at each age. Results suggested increasing genetic influence and increasing genetic stability from 14 to 36 months and substantial genetic influences with…

Presents a developmental study of children's understanding and appreciation of figurative language. Results replicated previous findings that kindergarten children are capable of interpreting figurative language whereas appreciation appears to require increased cognitive sophistication. (JMB)

The development of children's comprehension of cause and effect relationships was studied in 68 kindergarten, first grade, and second grade children. (BRT)

The hypothesized central role of cognitive development in resolving moral dilemmas was examined in sixth grade and college-age females. Results indicated that sophisticated cognitive operations are a prerequisite to advanced moral judgments. (ST)

Examines consequences of family poverty for child development, noting evidence that deep or persistent poverty early in childhood adversely affects children's ability and achievement. Argues that although the 1996 welfare reforms spurred many welfare-to-work transitions, their time limits and sanctions are likely to deepen poverty among some…

Examines themes evident in children's and mother's definitions of illness to determine how views of illness develop. Subjects were 264 children (ages 6 to 12-11) and their mothers. Two issues were considered: (a) patterned similarity in illness definitions, and (b) developmental changes in illness concepts. (ED)

The concepts of front, back, and side may be easily understood in relation to an intrinsically fronted item, but with a nonfronted object they depend on situational or psychological cues. A study investigated a child's awareness of the front, back, and side of his own body and of fronted and nonfronted objects. Researchers hypothesized that a…