Challenges assumptions made by Sigel that change is a measure of progress, that Piaget's theory was a major factor in the "cognitive revolution," and that cognitive psychology and behaviorism are necessarily opposing positions. (Author/RH)

Sigel replies that Kendler's reactions to his article appear more appropriate to psychology as a field rather than to developmental psychology, in particular, since the 1970s. (Author)

Introduces children's librarians to the theories of cognitive growth in children formulated by Jean Piaget. An annotated bibliography of three primary and 16 secondary references is provided to promote insight and to reinforce commitment to children's services. Five references are listed. (RAA)

Outlines three constructs, the assumptive reality of childhood and the imaginary audience and personal fable of adolescence, which help explain normal and problem behavior. Counselors are asked to accept the young person's view of reality as valid and help him/her distinguish between personal and social reality. (Author)

Examined children's understanding of false belief, representational change, and appearance-reality distinction. Subjects were 34 Junin Quechuan children, 4 to 8 years old. Findings indicated an understanding of the appearance-reality distinction and suggested an improvement with age. Children demonstrated poor understanding of representational…

Based on the construct of classical IQ, a model of the proportions of the population at various stages of cognitive development as a function of age is proposed. The model compares well with other theoretical models and provides evidence of the salience of the construct of general cognitive capacity. (SLD)

Investigated effects of age, task difficulty, and parent presence on private speech in 72 children of 2-5 years. The proportion of speech coded as private increased with age. Private speech was positively related to task performance. (RJC)

Five experiments investigated children's intuitions about genetic transmission of features. Results suggest young children have principled, specifically biological notions of inheritance. (PCB)

Discusses Frege's influence on Piaget. Concludes that: Frege's work influenced Piaget from the outset; their positions were parallel related to logic and judgment, number conservation, and sense and meaning; and the implications of the argument concern nonpsychologism and psycho-logic, psychological laws and causal origins of human judgment, and…

Relates Montessori theory of development with the concept of connection to the universe and natural world, noting Montessori education's role in nurturing reestablished connection with the natural world. Describes events leading to a fulfilled life as part of psychological normalization, noting the importance of identifying positive tendencies of…

Examines Simmel's principle of cultivation whereby the cultivated mind is constructed through ongoing transactions of people with their cultural environment, cultural forms currently overlooked. Cultural forms result from externalizations of former person-culture transactions. Argues that development is structured through person-culture…

Five experiments using the visual habitation paradigm with 158 infants demonstrated that these 10-month olds did not use property/kind information to establish representations of 2 numerically distinct objects, a finding that provided support for the object-first hypothesis. (SLD)

Reviews "Rethinking Innateness: A Connectionist Perspective on Development" by Elman and others (1996). Maintains that the authors argue forcefully that the nature-nurture conflict is a false dichotomy and that they present convincing existence on the possibility of qualitative change. Argues that the authors do not succeed in proposing…

This article introduces major contributions of educational psychologist, Lev S. Vygotsky, through examination of his dialectical methodological approach. Topics discussed include semiotic mediation, social sources of development, verbal thinking, concept formation, spontaneous and scientific concepts, the zone of proximal development, and higher…

Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was…