The relations between the developing mind and developing brain are explored. We outline a theory of intellectual development postulating that the mind comprises four systems of processes (domain-specific, attention and working memory, reasoning, and cognizance) developing in four cycles (episodic, realistic, rule-based, and principle-based…

Investigated the relationship between psychometrically defined brightness and cognitive development within Piaget's stage theory. Subjects were fifth- and seventh-grade boys. (SDH)

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)

This study tested certain implied predictions regarding conceptual learning at each of four sequential levels of development: concrete level, identity level, classificatory level, and formal level. For this purpose, scaled batteries to assess the level of conceptual development of children, kindergarten through high school, were constructed and a…

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

This paper discusses ways that students can better be taught to think. It argues that poor/low-achieving students served by Chapter 1 of the Education Consolidation and Improvement Act of 1981 could genuinely profit from instruction on thinking and that, for maximum impact, such instruction should be introduced as a course in itself, separate from…