Nonoperational first graders were taught Piaget's horizontality concept. In comparison to control subjects, training group subjects significantly increased correct responses, maintained their gains, and transferred their training from a straight-sided jar to a round-sided jar. (Author/DB)

Twenty first and 20 fourth grade children were tested on perceptual tasks involving moving stimuli that did not touch. In these tables, one stimulus appeared, among adults, to cause the other to move. (MS)

Study explores the preschool child's ability to operate on a cognitive level by testing his capacity to compare a concrete stimulus with some abstract concept. (Author/CB)

This study attempted to account for the differential effectiveness of an instructional film in modifying children's life concepts by considering individual differences in conceptual tempo. Eighty 6- to 7-year-old boys and girls showed significant decreases in animistic reasoning following an 11 minute film on life attribution. (MS)

This paper presents a challenge to a widely cited report by Elkind which states that a large proportion of college students, particularly females, are unable to conserve volume. (BD)

Reports a study involving 35 learning-disabled boys attending full-time remedial schools and 35 matched normal achievers to investigate whether learning-disabled children differ from normal achievers in terms of logical thought and whether they exhibit decalages in their acquisition of Piagetian concepts. (BD/BR)

The development of children's conceptualization of various roles appears to parallel general conceptual development. That is, there appears to be a developmental progression from role concepts based on concrete-specific acts and details to those based on general abstract functions. (Author)

The development of the concept of conservation was examined in 120 elementary school children divided into three groups: partially sighted, sighted, and sighted-blindfolded. (CM)

In order to test the hypothesis that the ability to form verbal concepts would increase with age, a test for verbal concept formation was developed and administered to 668 children between the ages of 4 and 9. By varying sentences that describe nonsense figures, 4 variables were systematically explored. (MS)

Investigated four hypotheses formulated by Jensen with regard to his theory of the relationship between cognitive abilities and socioeconomic status. Preschool children identified in the upper SES level performed with more accuracy on both levels of tasks as defined by Jensen. (Author/SDH)

The influence of the ability to conserve length in the development of a size concept was investigated in males and females aged 4 years through 9 years. (GO)

Twenty normal and 20 retarded children were studied to determine the influences of mental (MA) and chronological age (CA) on the attribution of life characteristics to animate and inanimate objects. In both normal and retarded children, attribution depended on an interaction between M.A. and C.A. (DP)

Kindergarten, first and second grade children participated in a study of the development of conservation of equality and inequality. (BD)

Elementary school students demonstrated a developmental trend in ability to judge speed solely on auditory cues. Second graders considered intensity cues relevant, and were most accurate on intensity shifts. Accuracy on frequency shifts increased across grades. Awareness of frequency and frequency-intensity relationships increased with age.…

The efficacy of small group instructional activities dealing with transitive inference, conservation, and class inclusion of length was investigated in a sample of kindergarten (N=44) and first grade (N=45) boys and girls. (Author/MP)