Explored the relationship between the emergence of operational thought and the development of taxonomic categories in 101 first-graders. Concrete operational subjects showed a greater appreciation than preoperational subjects for taxonomic relations involving atypical exemplars. (RJC)

This response to Brainerd and Reyna's paper (in this issue) argues that the common resources hypothesis can be applied to a wider range of phenomena than can the output-interference hypothesis. Presents results of a dual-task experiment under bidirectional deficits. Concludes that dual-task studies do not provide critical tests of the resources…

Reflecting on obsessional play objects of infants, Hodgkin suggests that a proper understanding of these "transitional" or "cognitive" objects could lead to an educational model of a "learner" involving a number of human competencies, all developing synergistically. Contends that such a model may be truer to life than…

Major events in the maturation of the central nervous system (CNS) are reviewed relative to milestones for communication, speech, language, and cognition. Early insults to the CNS and their neuropsychological consequences are discussed. The role of patterns of myelination and dendritic branching to evolving stages of language and cognition are…

This article suggests that recent developments in cognitive science offer legal scholars the means to better understand the range of knowledge and practice of lawyers, including such issues as judgment, wisdom, expertise, and relationship of theory to practice in law. A broader view of the role of theory in lawyering practice is proposed;…

Responds to calls for combining the ideas of Piaget and Vygotsky, discussing differences between the two perspectives. Notes that differences are found in underlying assumptions about the nature and process of development, philosophy, stages of development, developmental influences, and the integrity of cognitive structures. Suggests that, given…

Addresses the extent to which differences in Piagetian and Vygotskyan psychologies make their theories incompatible. Differences result from a Vygotskyan belief in a material primary cause for development; Piagetians do not hold this view. Explores this difference in perspective, concluding that, despite it, the two approaches are compatible. (JW)

Used a microgenetic method to examine knowledge acquisition as a process by coordinating existing theories with new evidence. Subjects were 17 community college students (ages 22-47) and 15 fourth graders. Assessed knowledge acquisition in problem solving in both physical and social domains. Found multiple strategies for, and varying levels of,…

Reports results of 14 studies on children's knowledge about thinking. Suggests that preschoolers appear to know that thinking is an internal mental activity that can refer to real or imaginary objects or events. However, preschoolers are poor at determining when a person is and is not thinking. This shortcoming is considerably less evident in…

Argues that Vygotsky's "zone of proximal development" (ZPD) can be redefined as a nonlinear dynamic model. Presents a mathematical reformulation that generates a variety of developmental patterns and has the capacity to show under which conditions unwanted or unsuccessful developmental paths may occur. Illustrates how this reformulation…

Examines preschool children's ability for advance planning and mishap prevention or remediation related to familiar events. Indicates that children three to five years old appear to use general event knowledge in constructing verbal plans. However, developmental differences in the quality of plans suggests that the ability of using general…

Two studies examined 19 preschoolers' ability to distinguish between pretense and reality, testing whether emotionally charged events can cause children to lend probability to pretense. Subjects were assigned to various conditions including termination or no termination of pretense and emotionally colored pretense play scenarios. Found that, even…

To resolve tension between general stages and conceptual specificity in neo-Piagetian theory, R. Case introduced the idea of central conceptual structures. To resolve difficulties of separating developmental level and conceptual diversity, this article reconceptualizes central conceptual structures as self-organizing systems that stabilize in…

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Summarizes R. Case's central conceptual structure and its relation to other neo-Piagetian theories. Notes similarities between Lewis and Piaget, suggesting that differences adhere to a limited number of general laws instead of being…

Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and…