It is argued that the dialectical model of memory development seems more promising than behavoristic, information processing and contextual models. (MS)

Explores implications of two cognitive development perspectives for characterizing ontogeny of causal reasoning. Reviews literature on causal reasoning in the preschool years and concludes that the hypothesis of an invariant causal scheme is only partially correct. (Author/SO)

A broad literature review revealed that younger children are more likely to categorize objects along complimentary dimensions than older children who tend to categorize according to similarity. This developmental change is discussed in terms of etiology--internal organismic changes or environmental changes. (DP)

A conceptualization of intentional behavior is presented stressing the problem of diagnosis. Methodological requirements for the study of intentional memory development are used in a selective review of the literature. (MS)

Presents a brief overview of research and developments in the study of formal operations thought since 1972 along with some speculations concerning future research directions. (Author/MP)

Reviews the literature pertaining to spatial perspective-taking and attempts to account for the inconsistent findings in this area of research by examining the methodological differences between studies. (Author/SS)

Democratic Socialization is viewed from a cognitive developmental perspective in which hypothetico-deductive thinking and exposure to democratic models are seen as necessary, but not sufficient to development of democrative values. A taxonomy of democratic development is offered. (MS)

Although the need for social connection is critical for early social development as well as for psychological well-being throughout the lifespan, relatively little is known about the neural processes involved in maintaining social connections. The following review summarizes what is known regarding the neural correlates underlying feeling of…

Human social and cognitive development is largely an outcome of the child rearing practices of the cultural subgroups which make up modern society. While the social classes are the most pervasive and powerful in their influence, ethnic subgroups are also effective. (MS)

In this article particular attention is paid to research directly or indirectly relevant to child development programs and supplemental child care. Emphasis is given to the integration of findings, the identification of unaddressed questions, and methodological problems. (MS)

Provides a critical overview of research on play and cognitive development and an analysis of the two major theoretical frameworks (from Piaget and Vygotsky) that have informed it. Outlines the key features of a more powerful research perspective that defines and shapes the context of play as a social activity. (Author/BB)