The WISC, Piagetian logico-mathematical and representational space tasks, the Frostig DTVP and a motor ability test were administered to elementary children at 3 age and arithmetic achievement levels to determine whether specific patterns of cognitive and/or spatial development were related to arithmetic achievement and whether patterns varied…

A sample of 144 children from nursery school, first, and third grades were given a series of problems in which they were required to judge which of 2 synchronous events was longer in duration and to rationalize their judgments. (Author/JMB)

To determine whether children possess representations and concepts of space before they acquire verbal descriptions of these, children's formation of symbolic representations of space and their acquisition of verbal referents for them were observed. It was found for subjects in the study that conceptual representations of space relations were…

A cross-sectional study examined age differences in children's conceptions of early U.S. history. Students in grades 2, 3, 6, and 8 (n=281) were asked to respond to a question about how the United States became a country. Their essays show significant changes with age. Older students were more likely to include errors of historical fact in their…

The purposes of this experiment were: (1) to examine the development of categorical representations by comparing the performance of children of various ages to adults, and (2) to compare the internal representations of basic level and superordinate categories. Subjects were 48 children (in second, fourth and sixth grades) and 16 adults. The…

Available from: British Medical Journal, 1172 Commonwealth Avenue, Boston, Massachusetts 02134. In order to determine whether Central Nervous System irradiation effects intellectual abilities, 28 children in remission at least 2 years after completing chemotherapy for acute lymphoblastic leukemia were assessed on standardized psychological tests…

Explored deductive inference processes in concept learning in four age groups. Results confirm findings of age differences in concept problem solving, with likelihood of solving the problem lower in older adults. However, solvers of all ages made the same correct inferences. (Author/JAC)

This paper reports two experimental studies of the development of time, speed and distance concepts in children. In Experiment I subjects (12 in each of four age groups: 5-, 8-, 11-year-olds, and adults) were asked to judge which of two electric trains on parallel tracks went faster, for the longer distance, or for more time. Subject's knowledge…

This study investigated developmental changes in semantic structure, focusing on whether changes could account for differences in the concepts acquired by children and those acquired by adults. Semantic structure was determined at each of four age levels (6, 9, 12 years and college students). Two indications of developmental change were observed…

This paper describes two experiments in which children in grades 1, 3, and 5 were given three kinds of spatial perspective-taking problems to solve as quickly as they could: (1) C problems, solvable only by computation (that is, noting which features of a particular object array were closest to another observer in order to estimate how the array…

This study examined the transition from concrete to formal operations in very bright children in an effort to determine whether high ability in concrete operations would carry over into formal operational ability, and also to investigate precocity in regard to formal operations. Subjects were 38 white middle-class children ranging in age from…

Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children's theories of their peers as a function of their own age, sex and verbal intelligence. (Author)

The difficulties that younger students experience in understanding concepts related to the use of variables in computer programming are examined through descriptions of two studies: (1) detailed case studies of six highly intelligent children--three fourth graders and three sixth graders--who learned to program in BASIC during 60 hours of…

This study tested certain implied predictions regarding conceptual learning at each of four sequential levels of development: concrete level, identity level, classificatory level, and formal level. For this purpose, scaled batteries to assess the level of conceptual development of children, kindergarten through high school, were constructed and a…