Reviews Kaufman Adolescent and Adult Intelligence Test (KAIT), a new assessment of cognitive function for technical qualities such as reliability, validity, and standardization characters. Concludes that KAIT represents advancements in cognitive assessment but cannot be regarded as superior to existing intelligence measures until data is available…

Examined 1,100 boys and 1,100 girls who matched the U.S. population using the Planning, Attention, Simultaneous, Successive (PASS) cognitive-processing theory, built on the neuropsychological work of A.R. Luria (1973). Results illustrate that the PASS theory offers a useful way to examine gender differences in cognitive performance. (BF)

The author attempts to analyze and synthesize the literature on the development of conservation (Piaget) in children in order to aid its use as a routine assessment instrument of an important aspect of cognitive development. The nature of conservation, a review of the literature, task variables, and training variables are discussed. The author…

The results of an investigation of the reactions of young children (ranging from four to nine years of age) in France, Germany, England, America, and Czechoslovkia to two Prix Jeunesse winning television films are examined in this document. Summarized reports from each of the participating countries for the film "Patrik and Putrik" and,…

This report is a review of Olson's "Cognitive Development." Unlike a typical book review it does not compare and contrast the author's theoretical framework and methodological practices with those of others in the field, but rather it extensively describes and critiques the reported empirical work. The reasons given for this approach are that…

Performed confirmatory factor analyses of Kaufman Assessment Battery for Children (K-ABC) using subtest correlations for standardization samples provided in manuals to test hypothesis that factors underlying K-ABC are substantially intercorrelated at all age levels for two- and three-factor models. Findings suggest K-ABC cannot distinguish between…

In this study 126 high school students were administered the Karplus Island Puzzle and interviewed individually to determine if the puzzle measured Piagetian-type operational thinking. Results indicated that the puzzle did not characterize an individual's cognitive level. (SL)

A promising line of inquiry concerning the development and use of formal operations strategies is presented and a number of conceptual and empirical questions are raised. (Author/PN)

The Interactive Learning Model illustrates how we process information (cognition), perform learning tasks (conation), and develop a self when performing difficult learning tasks (affectation). Individuals approach learning tasks with varying degrees of sequence, precision, technical reasoning, and confluence. These ingredients are embedded in the…

This report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. Studies included valid measures of language,…

Mothers read stories to their children (N = 41) aged between 3.3 years and 5.11 years old, and children then completed two false-belief tasks. One year later, mothers read a story to 37 of those children who were also given four tasks to assess their advanced understanding of mental states. Mothers' early use of cognitive verbs in picture-book…

Clarifies the difference between the Piagetian Conservation of Liquid Quantity task and the Conservation of Volume task and provides an alternative test for the presence of formal operational thought. (JR)

A QUALITATIVE AND CLINICAL ANALYSIS OF COGNITIVE FUNCTIONING WAS DETERMINED BY ADMINISTRATION OF THE STANDFORD-BINET INTELLIGENCE SCALE AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN TO A SAMPLE OF 65 NORMAL CHILDREN. EXAMINATIONS AND OBSERVATIONS WERE MADE FOR EACH CHILD DURING HIS INFANCY, PRESCHOOL, LATENCY, AND PREPUBERTY PERIODS. ANALYSIS…

Cites evidence from an Israeli study which indicates that media effects on cognition interact with a child's initial level of skill mastery. (MH)

A reply to a rejoinder in which Pascual-Leone defended his quantitative model of children's information processing capacity. Trabasso focuses on empirical evidence in presenting his reply to this rejoinder. (BD)