Examined cognitive-developmental functioning across a series of developmental domains among 8- to 10-year-old children. Results supported the sequential nature of stage development from less complex to more complex levels of functioning. There does not seem to be support for synchronicity of development across the three domains. (BL)

This article (1) discusses the progression of children's thought from realism to objectivity, to reciprocity, and to realitivity; and (2) describes seventeen types of explanations children give to explain the causality of physical occurrences in the world. (SB)

Children's drawings of "a house with a tree behind it" were analyzed for (1) developmental changes in graphic representation over a 3-year period; (2) relationship with Piagetian tasks (the Nebraska Wisconsin Cognitive Assessment Battery of the NC-124), Peabody IQ, and WISC-R; and (3) correspondence with the Luquet-Piaget sequence of…

A sex-related difference, favoring boys, was found on initial performance of two samples (one British, one American) of 10- and 11-year-old children on tasks involving volume and density. After classroom instruction that included opportunities for interaction with appropriate materials, both sexes performed at higher levels but differences…

Refutes six common misconceptions about Piaget's theories, including their educational implications; Piaget's position on heredity v environment; and the relationships between developmental stages, age, and brain growth spurts. Condensed from "Impact on Instructional Improvement", Winter 1981, p7-11. (SJL)

Substantiates Piaget's stage theory of moral development, suggesting that, within the retarded population, level of intellectual ability is significantly related to moral judgment. (RL)

Reports on a study designed to determine whether there is a common level of logic, related to age, underlying children's responses to musical and spatial analogical tasks. Finds that there is a relationship between age and children's responses to analogical tasks whether one uses musical or spatial relationships. Discusses implications for music…

Shows a wide variety of task performance ability. Supports the hypothesis that the tasks require the use of the same or a unified set of cognitive processes. (RL)

The cognitive levels of 60 children from grades one, three, and five were compared with their linguistic performance on selected examples of similes and metaphors. Cognitive level was measured using Raven's Colored Progressive Matrices; a new instrument was developed to assess children's linguistic performance. Results indicated a significant…

In this study comprehension of sentences describing two events occurring simultaneously or in sequence was assessed in 5-, 7- and 9-year-old children. The sentences were at three different levels of linguistic complexity, differing only in whether simultaneity or sequentiality was described. Subjects were kindergarten, second, and fourth grade…

Reports on the results of an experiment testing 58 elementary school students tasked with chronologically ordering a set of nine historical pictures and thinking aloud about their efforts. Provides increased evidence regarding the kind and sources of children's historical knowledge and how they deploy that knowledge. (MJP)

In all of his published work, Jean Piaget never abandoned his original theoretical framework for the understanding of human development. This framework insists that intelligence is essentially a biological phenomenon; its development is best understood as the development of a sophisticated and highly successful adaptation device. This device…

Reviews the place of creativity in the two major orientations of art education: (1) creative self-expression; and (2) discipline-based art education (DBAE). Asserts that critics of DBAE argue that it is dry and does not allow for creative expression. Rejects this notion and claims that properly implemented DBAE produces intellectual and emotional…

Argues that the arts are basic to educational development, as they provide the tools and skills that are central to early language development including story, metaphor, rhyme and rhythm, binary structuring and mediation, image formation from words, affective abstraction, and others that underlie more complex learning. (Author)

This monograph provides a detailed description of the child about whom and for whom the activities of the elementary school industrial arts program are directed and of the role of industrial arts in the elementary school curriculum. The first section is a detailed description of the child from age three to thirteen and includes general physical…