The article shows how Piagetian developmental theory relates to curriculum development. Some of the implications reflect on: analyzing curriculum content in the light of intellectual skills available to the children; training teachers in the skill of judging levels of development and understanding through observed child behavior--the clinical…

Intellectual realism was investigated by using as a model a cup with the defining feature (the handle) not visible, and a nondefining feature (a painted flower) visible. (Authors/MB)

This study tested 60 children, 5 to 8 years old, on a variety of mental, moral, social, creative and cognitive tasks to determine the interrelatedness of those variables and their relationships to the intellectual process of decentration. The subjects were observed while attending a summer program prior to entering grades one through three.…

Effects on learning of most principal independent variables can be generalized within, but not between, five different categories: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. Psychological research has been and continues to be well-served by this categorization. (GC)

A task was used in which subjects at three different Piagetian stages of intellectual development were to induce the missing relationship in different triadic situations. (Authors)

An exploration of children's responses to some of the Caldecott prize-winning books, using a Piagetian-type interview. An attempt is made to find out why some children are "turned off" by books that, from all ostensible evidence, are of high quality. (CS)

The author reviews findings in perception, cognition, psycholinguistics, and motivation, concentrating on the development of these processes in the nonreading and beginning reading child rather than in the mature processes of a skilled reader. She offers the following conclusions: (1) Research in perception suggests that there are developmental…

Investigated preschool children's understanding of temporal relationships in terms of their comprehension of sentences containing clauses linked by "before" and "after". Also evaluated was the relative importance of order of mention and main-subordinate relations strategies in children's interpretation of temporal order information. (Author/SDH)

A functional (as opposed to structural) theory of intellectual development is presented and used to generate specific performance models for Piagetian tasks involving the control of variables (cf. Inhelder and Piaget, 1958). On the basis of these models, it is concluded that intelligent, field independent 7- and 8-year-olds should be able to…

The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied with items spanning three stimulus dimensions (length, number, and two-dimensional space). Observation of a model, correction training (joining positive feedback with verbal rule provision), and the combination of observation and…

The role of inference in children's comprehension and memory is the subject of this research report. An underlying proposition is that in order for a child to effectively understand and remember linguistic or nonlinguistic information, he must actively embellish the given stimulus material with his own implicit knowledge. In the experiment…

An examination of the views of Piaget on child development and a review of criticisms of his theories illustrate the general problem of applying psychological theories to educational practice. It is concluded that educators are largely ignorant of what children know and their ways of coming to know, especially as these operate in real time…

This book is a collection of papers presented at the symposium, "Conference on Ordinal Scales of Cognitive Development, sponsored by the California Test Bureau. Papers include: "The Theory of Stages in Cognitive Development" (J. Piaget); "Two Approaches to Intelligence: Piagetian and Psychometric" (D. Elkind); "An…

The proceedings of the University Affiliated Program's Second Special Interdisciplinary Seminar, concerning Piagetian theory, are presented. The opening session dealt with the question "Can Piaget's Theory Provide a Better Psychometry?", C. E. Meyers, speaker. Among the papers reprinted in the proceedings from the afternoon program of…