Based on a literature review, class observations, and interviews with teachers and students, this article offers a conception of higher order thinking (as signifying challenge and expanded use of the mind), discusses reasons for the difficulty of promoting it in high schools, and suggests ways principals can help. (MLH)

The article presents a summary of the cognitive difficulties often encountered when a multidisciplinary team attempts to manage children with spina bifida. Suggestions for intervention and program planning are presented. A model for team management incorporating medical, allied health, and psychosocial professionals is presented. (Author/CL)

Thirty-eight children hospitalized because of physical abuse were compared with a control group. Abuse Ss had significantly lower mean scores than the comparison children on the verbal, performance and full scale scores of the Wechsler Intelligence Scale for Children Revised and the Wechsler Preschool and Primary Scale of Intelligence. (Author/CL)

Children 5 to 11 were given Piagetian spatial perspective tasks in a study of the development of egocentrism. Results indicated a more complex development of egocentrism than earlier Piagetian studies have suggested. (ST)

This article attempts to synthesize our understandings of the cognitive and affective into a more complete approach to the child at home or in the school. (MM)

Consistent age changes suggest 2 overlapping developmental dimensions: (1) The ability to deal with visible versus invisible displacements, and (2) with nonsequential versus sequential displacements. Other findings are included. (MH)

Discusses theoretical and practical questions regarding the development of pride and shame in children, which is claimed to be linked to both cognitive-developmental factors and socialization. Specific developments through childhood and adolescence in the conditions that produce pride and shame are proposed. (Author/RH)

Describes three unique characteristics of adult thought: (1) an understanding of the relativistic nature of knowledge, (2) an acceptance of contradiction as a part of reality, and (3) an integrative approach to thinking. Analysis of the philosophical foundations of these characteristics is followed by critical examination of current studies of…

Outlines a life-span model which extends Piaget's theory of cognitive development to adulthood. (SS)

Suggests that, with the waning influence of Piaget and shortcomings of information-processing perspectives of cognitive growth, cognitive developmentalists lack a metatheory to guide their research. Posits developmental biology as metatheory for cognitive development. Introduces basic principles of evolutionary psychology, and examples of…

Deals with the changes in imagination that take place from childhood to adulthood. (CB)

Summarizes William Perry's intellectual scheme and places it in the context of the 1990's. Perry's scheme of cognitive development, though more than thirty years old, is still being used by practitioners today to enhance practice in and out of the classroom. It laid a foundation for new research to extend, challenge, and build onto the scheme.…

Responds to Noam's (PS 524 984) and Cicchetti's (PS 524 985) articles in this issue. Suggests that researchers should turn to the coactions of the internal and the external constraints on development that codetermine performance. States the position that cognitive developmental theory, when sensitized to intra- and interindividual differences,…

Two studies investigated how 5- to 10-year-olds integrate perceptual causality with their knowledge of the underlying causal mechanism, using two devices in which a bell would ring when a ball was dropped in, either immediately or after a delay, depending on the mechanism inside. Findings suggest a link between temporal contiguity and causality in…