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Peer reviewedTaub, Harvey B.; And Others – Child Development, 1977
The comparative value of various parameters of neonatal prematurity for differentiating intellective, scholastic, and social functioning in middle childhood was assessed for a sample of 38 prematurely born and 26 maturely born subjects aged 7 to 9.5 years. (Author/JMB)
Descriptors: Academic Achievement, Elementary School Students, Intellectual Development, Predictive Validity
Peer reviewedBeckwith, Leila; Parmelee, Arthur H. Jr. – Child Development, 1986
Studied the sleep state organization and EEG patterns at term date in 53 preterm infants as an index of the maturity and integrity of neurophysiological organization that may have implications for their later development. (HOD)
Descriptors: Electroencephalography, Family Environment, Infant Behavior, Intellectual Development
Peer reviewedSaltz, Rosalyn – Child Development, 1973
A Foster-Grandparent Program group received part-time mothering'' by elderly institutional aids for a period of up to more than 4 years. A control group resided in a similar institution which did not provide supplementary foster grandparent'' care. There was a significant difference in IQ in favor of the FGP children. (Author)
Descriptors: Child Development, Data Analysis, Environmental Influences, Institutionalized Persons
Peer reviewedBrainderd, Charles J. – Child Development, 1974
Preschool children were trained to acquire transitivity, conservation, and class inclusion of length via feedback to their judgments. Feedback was found to facilitate the learning of all three concepts. (ST)
Descriptors: Concept Formation, Conservation (Concept), Feedback, Intellectual Development
Peer reviewedMalgady, Robert G. – Child Development, 1977
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)
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Comprehension
Peer reviewedKuhn, Deanna; Phelps, Henry – Child Development, 1976
The development of children's comprehension of cause and effect relationships was studied in 68 kindergarten, first grade, and second grade children. (BRT)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Comprehension
Peer reviewedJacobson, Leonard I.; Greeson, Larry E. – Child Development, 1972
In the follow-up study, most of the initial gains in IQ resulting from program participation were retained. (Authors/MB)
Descriptors: Concept Formation, Data Analysis, Economically Disadvantaged, Followup Studies
Peer reviewedLevinson, Elizabeth J. – Child Development, 1971
Descriptors: Concept Formation, Control Groups, Definitions, Intellectual Development
Peer reviewedRossi, Sheila; Wittrock, M. C. – Child Development, 1971
Descriptors: Age Differences, Cluster Grouping, Developmental Psychology, Intellectual Development
Peer reviewedWebb, Roger A.; And Others – Child Development, 1974
Descriptors: Age Differences, Cognitive Development, Comprehension, Developmental Psychology
Peer reviewedTomlinson-Keasey, C.; Keasey, Charles Blake – Child Development, 1974
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)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, College Students
Peer reviewedCondon, William S.; Sander, Louis W. – Child Development, 1974
Infant reaction to adult speech was studied through frame-by-frame analysis of sound films. Infants' actions were found to be synchronized with the organized speech behavior of the adults in his environment. (ST)
Descriptors: Adults, Behavioral Science Research, Communication (Thought Transfer), Comprehension
Peer reviewedQuay, Lorene C. – Child Development, 1974
The Stanford-Binet intelligence test was administered by 104 third- and sixth-grade, disadvantaged black children in Negro non-standard dialect and in standard English. Younger children performed better than older children. No significant differences were found between dialect and standard-English test administrations. (ST)
Descriptors: Age Differences, Black Dialects, Comprehension, Disadvantaged
Peer reviewedMednick, Birgitte R. – Child Development, 1977
Descriptors: Behavior Development, Elementary Education, Elementary School Students, Intellectual Development
Peer reviewedJacobson, Leonard I.; And Others – Child Development, 1971
Descriptors: Cognitive Processes, Concept Formation, Economically Disadvantaged, Intellectual Development
