This study attempted to determine: (1) whether lower-order units (agent or agent-action) within the agent-action-recipient relationship exist in any functional way in the 1-word infant's comprehension of speech; and (2) whether the use of repetition and/or reduced length (common modifications in adult-to-infant speech) used to focus on these…

The comprehension of big, little, and same number and the production of relational terminology was assessed in 168 preschool children. (Author/BD)

The influence of perceptual factors and language comprehension on quantity judgments (number conservation) was assessed in children, aged 2-5. (ST)

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)

A series of tests of dimensional understanding showed that there was a hierarchical sequence, with three year olds able to handle less complex tasks than four year olds. (Editor)

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)

Describes a study showing that mentally retarded children and mentally normal children do not differ fundamentally in cognitive development within the framework of a particular cognitive training. (Text is in French.) (AM)

This article discusses a study designed to determine the order of acquisition of the two expressions "in front of" and "behind," using two featureless objects. (CFM)

Experimenters analyzed a prose passage into 350 idea units, then interspersed throughout the text pictures depicting main ideas, or both main ideas and nonessential details. For fourth- and sixth-grade subjects, pictures did facilitate both immediate and delayed recall, but only of main ideas. (Author/JEG)

"More" and "less" were analyzed into two meaning dimensions, "occurence" and "quantity", which were hypothesized to be developmentally related to acts of addition and subtraction. (SBT)

Metaphors of similarity and proportionality, together with a pictorial form of similarity metaphors, proverbs, and several Piaget-type cognitive tasks, were given to 50 boys aged 5 through 13 years. Results indicated that metaphor comprehension is a type of classificatory behavior, the development of which is related to maturing cognitive…

Investigates several key statements from Piaget's cognitive psychology and their meaning for science education. Concludes that teaching must be conducted as reversibly as possible so that when the teacher presents his own assimilation schemata it will be equilibrated by the pupils' schemata. (GA)

In an attempt to clarify the role of nonlinguistic preferences in children's responses to the words more and less, children 3-4 years of age were administered three tasks. (Author/SB)