A model of curriculum and instruction that synthesizes several theories is presented. This curriculum and instruction model is placed within a broad epistemological-psychological framework that can help to guide theoreticians and practitioners in education. (CJ)

The Home Observation for Measurement of the Environment Inventory and the Rheingold and Cook Checklist were respectively used to assess the home environments of children whose mothers were married/working, married/nonworking, or divorced/working. (Author/MP)

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)

Head Start children (n=446), divided into intervention and comparison groups, received programing to enhance thinking skills. Intervention group children identified as gifted also received programing in their talent area. Intervention group children, whether or not identified as gifted, made significant gains over the comparison group in cognitive…

This retrospective case study investigates the experiences of a highly gifted young artist and two mentors who guided his high school development. Examination of the mentors' influences on the artist's cognitive and affective development found that the mentorship validated the boy's style of thinking, sharpened metacognitive abilities, helped with…

Examined the relationship between maternal cigarette smoking during pregnancy and children's intellectual functioning through age four. Found that children whose mothers smoked 10 or more cigarettes per day during pregnancy had Stanford-Binet scores 4 points lower than those whose mothers did not smoke during pregnancy. (HTH)

Reviews Gibson's contributions to the domain of perceptual learning, including her classic experiment concerning the perception of scribbles. Discusses Gibson's research on differentiation and the links between perception and learning, the status of her research and ideas, and her experimental approach. (BG)

This study examined how 21 blind children (ages 3-8) performed perspective-taking tasks compared to 60 sighted children with and without blindfolds, under different conditions of distance and barriers. Results showed that, with increasing age, young blind children did not exhibit a significant increase in accurate perspective taking. (JDD)

Examined the effects of prenatal drug exposure on adopted children's behavior, temperament, health, and school adjustment by comparing the experiences of 3 cohorts of children: (1) 320 drug-exposed children; (2) 456 children who were not drug exposed; and (3) 620 children whose drug exposure was unknown. Two years after placement no significant…

Proposes an account of the development of temporal understanding, linking it with episodic memory development. Distinguishes between ways of representing time in terms of frameworks involved; describes perspectival and nonperspectival frameworks and those representing recurrent sequences or particular times. Describes emergence of new kinds of…

Responds to Mandler's critique of authors' view of infant categorization. Maintains that their view of infant categorization is not characterized by a shift from one type of category to another but by gradual changes in the kinds of information infants can use in forming categories. Clarifies position regarding a single categorical process using…

Originally published in March/April 1996, advances an integrated perspective on learning and personal development by viewing the cognitive and affective dimensions of development as related parts of one process. Proposes that from this integrated perspective, a successful educational experience simultaneously increases cognitive understanding and…

Makes a case for rereading the fact-value dichotomy that currently divides the contemporaneous literatures dealing with children's moral reasoning development and their evolving theories of mind. Presents findings from two research programs, in which children's beliefs about truth and rightness are combined, to illustrate the natural…

Recent research findings show that experiences alter the anatomical structure of the brain, that the effects of experience on the brain differ at different ages and between males and females, and that brain development is not complete until about age 18. (SV)

A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N=204), this study examined the influence of child care quality and the extent of care on low-income…