Theories concerning the relationship between language acquisition and cognitive development are examined, and implications for education are discussed. There is disagreement about the sources and processes involved in achieving linguistic performance, and in particular, determining linguistic competence. Among the many theories and modifications…

A study was conducted to test whether three, four, and five-year-old children would be better able to use either static or dynamic properties for grouping objects, and whether performance under these conditions would be better than when no property was given. One of the two study tasks, the free sort, also used by Rosch et al. (1976), asked…

THIS HEADSTART STUDY WAS CONDUCTED TO DETERMINE THE INFLUENCE OF NEUROLOGICAL FACTORS AND HOME ENVIRONMENT ON THE LANGUAGE AND COGNITIVE DEVELOPMENT OF THE DISADVANTAGED CHILD. TWO DISTRICT OF COLUMBIA CENTERS WERE USED. THE SUBJECTS WERE ABOUT 70 NEGRO PRESCHOOL CHILDREN FROM LOW-INCOME FAMILIES. THESE CHILDREN WERE GIVEN SEVERAL BATTERIES OF…

Research evidence currently indicates that young children's communication skills for both the speaker and the listener roles are often ineffective. The accuracy of children's communication improves gradually over the elementary school years. Current thinking in the area of metacognition may be very useful in understanding the development of…

The progress of groups of junior high school students working together was measured by the developmental theories of Bloom, Piaget, and Kohlberg. Each group was assigned the task of designing a coat-of-arms representing their neighborhood. This project involved not only physically producing a shield (designing, drawing, choosing colors) but also…

Based upon the assumption that the teacher is the single most important factor in the development of reading skills, this volume provides information concerning different aspects of why citizens need to read and how teachers can aid in this process. Included in "why to read" are insights into the multifaceted aspects of communication, the…

Analysis of 65 children over a 4-year period on tests of operational and causal thinking offers support for Piaget's notion of stage progression. In kindergarten and grade one, the majority of children in this longitudinal study were between preoperational and the achievement stage of operational thought. By grade two, the majority had attained…

The major purpose of this study was to investigate developmental patterns of understandings of four types of selected phenomena possessed by economically and racially different boys and girls. A total of 64 boys and girls, 32 blacks and 32 whites, were selected from Head Start, kindergarten, nursery, and primary schooling environments and then…

It was the purpose of this study to design a secondary school curriculum in narrative and dramatic literature which would reflect the growth of structures of thought and behavior in early and middle adolescence. Based on Jean Piaget's theory of intellectual development which begins in the student's experiences and works toward…

Contents of this symposium comprises: Introduction (W. B. Dockrell); The Genetics of Intelligence (Sir C. Burt); Structuring Mental Acts (P. R. Merrifield); A "Piagetian" Test of Cognitive Development (R. D. Tuddenham); The British Intelligence Scale (R. W. Warburton); Intelligence (P. E. Vernon); Hierarchical Theories of Mental Ability…

Questions investigated in this study deal with relationships between map problem difficulty and students' acquired level of intellectual development, the effects of sequential mastery of map concepts, and the optimum age to introduce certain map concepts in the geography curriculum. In the main investigation, which covered varied selected,…

Analyzes the performance of the Electronic Task (ET), to test for combinatorial reasoning, over a broad range of subject ages and abilities in order to evaluate it as a substitute for the original Chemical Task (CT). (GA)

Examined the effects of Piagetian-like tasks' characteristics on the performance of those tasks by different age group students. Indicates the method of task presentation had an effect only on young students' performance, while numerical content had an effect on the majority of students in all grades. (Author/CW)

The educational implications of Piaget's concept of intelligence provide a framework for the application of theory to educational practice. The uniqueness of individual learning is compared to stage-based teaching. Social interaction is viewed as one of the major forces in cognitive development. (JN)

Provides evidence to support the conclusion that relationships exist among Piagetian levels of intellectual development, intelligence quotient, content achievement, and inquiry skills in ninth and tenth grade biology students (N=92). (DS)