Investigated were school children's recognition of social class distinctions, cues they used, and the relationship of their ideas about social class to other beliefs and attitudes about the social world. An ethnically mixed group of 201 male and female subjects participated in the study. Five age groups were represented: second, fifth, and sixth…

A study was made to assess the extent to which social interaction is beneficial to cognitive development. A total of 154 boys and girls, 5 through 9 years of age, initially participated individually in a conservation-like pretest requiring prediction of the way a beam would tip when different numbers of weights were placed at differing distances…

This study investigated the ability of preschool children in Singapore to conserve number, length, and quantity. Participants were more than 200 children of 3 to 6 years who attended one of six different types of preschool centers. Findings indicated that more than half of the 5.5-year-old children were able to conserve number, but less than 15…

This paper presents a developmental study of the problem solving strategies of reflective and impulsive children. Subjects for the study were 30 nine-year-olds, 39 eleven-year-olds, and 23 thirteen-year-olds who had been classified as reflective or impulsive at ages 7, 9, and 11 and who had been followed longitudinally over a three year period.…

This exploratory study was conducted to interpret age and individual differences in 48 kindergarteners' and second graders' performance on a referential communication task in light of the Pascual-Leone Theory of Constructive Operations, a neo-Piagetian theory of cognitive development. Stimulus materials were black and white photographs of dogs,…

This study focused on the issue of whether "scripts" guide children's comprehension and recall of stories. Two groups of kindergarten and second-grade children (N=48) from middle class elementary school districts were told two stories about typical events in the life of a young child (eating dinner and going to bed). Children were asked to recall…

Memory of incidentally learned material was investigated across three developmental levels in immediate and 24-hour delay conditions. First grade, sixth grade, and college students were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the…

Sixty kindergarten and sixty second grade children were administered a paired-associate (P-A) task. The subjects in each age group were randomly assigned to one of four groups: (1) experimental with aural presentation of the P-A's, (2) experimental with visual presentation of the P-A's, (3) control with aural presentation of the P-A's and (4)…

This study examines the interactive roles of social, cultural, and cognitive developmental factors in determining children's moral and achievement judgments. A total of 1485 male and female Iranian children/students of diverse social background (ranging in age from 4-18) served as subjects. Subjects were asked to evaluate (reward/punishment) the…

Two experiments which investigated the young child's ability to deal with multiplicative classes and relations (considered behavioral indices of concrete operations thought) in double series and cross class matrices are described and discussed. In the initial study, 160 children from preschool through grade 2 received six matrix subtasks…

The effects of modeling and corrective feedback on conceptual rule acquisition and retention were studied with a total of 48 3- and 4-year-old children. Equal numbers of children from each age group were randomly assigned to one of four training groups: modeling, corrective feedback, modeling and corrective feedback, and a no modeling/no…

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…

The perceptual-developmental research of Kagan and Witkin elicited this study of cognitive style. The work of these two researchers leads to the conclusion that differences between graphic expressions of children of the same age reflect differences in the children's mode of information processing. Specifically, this study sought to test the…

Students in grades K, 1, 3, and 5 were administered the Rod and Frame Test (RFT), the Matching Familiar Figures (MFF) Test, and the Piagetian tasks of Discontinuous Quantity, Class Inclusion, Multiplication of Classes, and Multiplication of Relations. Cross-sectional trends were found in all tasks with older children being less impulsive, more…

Research efforts in the area of moral development of the child, as based on Piaget's theory, are discussed. Some of the important processes Piaget uses to explain cognitive growth are presented first, followed by his theory of how the individual's capacity for moral judgment evolves. The research discussed tests Piaget's chief underlying…