A group of 16 infants (ages 6 to 24 months) with Down's Syndrome (DS) were exposed to two operant learning tasks varying in control of reinforcement. Comparison with chronological and developmental age matched controls found DS subjects characterized by increasing adoption of counterproductive learning behaviors with increasing age. (Author/DB)

Summarizes researchers' beliefs about cognitive development. Topics include (1) the child as constructive thinker; (2) new research methods; (3) the characterization of children's cognitive development; (4) estimates of children's competence; (5) stages of development; (6) interrelations among developmental skills; (7) mechanisms of development;…

To resolve tension between general stages and conceptual specificity in neo-Piagetian theory, R. Case introduced the idea of central conceptual structures. To resolve difficulties of separating developmental level and conceptual diversity, this article reconceptualizes central conceptual structures as self-organizing systems that stabilize in…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Summarizes R. Case's central conceptual structure and its relation to other neo-Piagetian theories. Notes similarities between Lewis and Piaget, suggesting that differences adhere to a limited number of general laws instead of being…

Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and…

Traced emergence of elaborated framework of belief-desire reasoning. Preschoolers and adults were asked to explain why a story protagonist searched for a desired object in an incorrect location. Results suggest that, during late preschool years, conception of cognitive activities as contributing to knowledge and belief becomes integrated into…

Reviews selected pioneering findings in the child-developmental and adulthood-aging literature and evaluates them within the framework of Nelson (Thomas O.) and Narens' (Louis) (1990) theory of metamemory. Makes suggestions for conceptually-based analytical research to help specify the mechanisms that underlie developmental differences in…

Explores the historical roots of universalistic thinking about children's nature, their needs, and what constitutes healthy development. Considers the opportunities for a new psychology of childhood to be reconstructed in ways that pay more attention to the cultural dimensions, as well as to the socio-cultural process, of the subject. (Author)

Two experiments investigated 4- to 7-year olds' memory for a specific episode of a repeated event. In Experiment 1, younger children had more difficulty remembering when a new activity type had been experienced, although experience improved memory for schema-atypical activities introduced in repeated events. Experiment 2 showed younger children…

Examined whether a detailed analysis of age-related changes in error patterns could reveal the mechanisms underpinning development in short-term memory. Tested developmental changes among 7- to 11-year-olds in their serial recall of lists of 6 letters, finding developmental differences in the patterns of errors. (JPB)

Explored young children's motivation for gender-stereotypical preferences, examining cognitive development and understanding theory. Data from research on children in their first year of school and children transitioning into school found an association between gender-stereotypical behavior and attainment of gender constancy, suggesting that…

Explores the nature, importance, and development of child metacognition, arguing for the assisted development of metacognitive awareness in young children. Identifies factors that enhance metacognitive development and thus assist the transfer of learning. Suggests that metateaching strategies can help mediate the metacognitive strategies of…

Investigated developmental differences in implicit memory performance. Subjects ranged in age from second grade to college level. Results suggested that there are two different components in implicit memory, one that shows no developmental difference and relies heavily on perceptual processing and one that shows an age-related or…

Notes that, to enhance a baby's brain development, more stimulation is not necessarily better. Suggests that parents strike a balance by following baby's cues about what makes him or her happy, curious, or bored; read to the baby often; and allow them time and space for individual exploration. Also suggests setting guidelines and limits for…

Examines development of representational thought from the perspective of Jean Mandler's image-schema theory and an action-theoretical approach derived from Piaget's theory. Concludes that empirical findings fail to support hypotheses of early onset, and that representational development is more adequately interpreted within the context of an…