This study aimed to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics. Readiness can be defined as having the necessary precondition behaviors and reaching the desired maturity level for the child to be able to learn and develop. The level of readiness of the child is…

Examined how college-age adults and 8-, 11-, and 13-year-olds retrieve semantic information from long-term memory. Closely comparable results were obtained across ages. This developmental similarity is discussed in relation to developmental differences in the use of semantic information in other cognitive tasks. (JMB)

The development of the ability to use taxonomic, phonemic and sense impression categories as dimensions of encoding was investigated using third and fifth graders and college students. (ED)

Investigates the development of the appearance-reality distinction in 24 children of 5 years, 24 undergraduates, and 12 adults. Results suggest that there is a transitional period in the development of the distinction that begins around age 5 years. (RJC)

Second graders, sixth graders, and college students served in two experiments designed to assess (1) the selection and use of landmarks during route learning and (2) the coordination of successive environmental experiences into an overall configuration. (Author/RH)

Several writers have suggested that changes in temporal perspective during adolescence are largely a consequence of the cognitive acquisitions held to characterize the period (i.e., emergence of formal operations reasoning). To replicate earlier research, which found little association between adolescents' formal operations reasoning and future…

Dissimilarity judgments of all possible pairs of 10 animal names were obtained from first-, third-, and sixth-grade children, and college students. Analysis with multidimensional scaling procedures revealed a semantic space consisting of the features of size, domesticity, and predativity. (Author/JMB)

Multidimensional scaling analysis was used to examine a sample of adolescents' cognitive appraisals of major and daily stressful events. The desirability of events was the only major feature for the entire sample. Older adolescents also distinguished the impact of events on their lives and generality of causes of events. (Author/JAZ)

Preschool, third-grade and sixth-grade children, and adults were shown vignettes depicting eight types of experiences and asked for their own (for children) or the children's (for adults) expected emotional reactions. Overall, adults showed an absence of developmental considerations in their implicit theories of children's emotional…

Examined the development of belief discrepancy reasoning, or how people evaluate disagreeing others, with 44 college and elderly respondents. Results showed the elderly were significantly lower in belief discrepancy reasoning and higher in dogmatism than the college sample. The elderly sample did not evidence intolerance, but rather relativism.…

Examines seventh grade life science students, tenth grade biology students, and college zoology students for understanding of the concept of diffusion. Describes the differences among the grade levels in sound or partial understanding, misconceptions, and no understanding. Discusses the effect of developmental level on understanding. (KR)

A study of the responses made to problems selected from Raven's Progressive Matrices showed differences in the kinds of errors typically made by eighteen-year-old students. Nine problems were used and the 68 subjects were told to draw their answers on the answer sheets. There were two trials per puzzle. A classification system, devised for errors,…

Tests two hypotheses concerning developmental change in the speed of cognitive processes: (1) age differences in processing time reflect changes that are specific to particular tasks, and (2) age differences in processing speed do not reflect task-specific change but are due instead to more general developmental change. (HOD)

Two studies compare cognitive maps generated by first and fifth graders and college students. One study utilized a triangulation task, the other two used imagined situations. A practical methodology for such studies is introduced and a way of conceptualizing cognitive map development is suggested. (MS)

Examined six- and eight-year-old children's use of contextual expectations to detect inconsistencies in story information and their ability to discriminate between information that resolved or was irrelevant to these inconsistencies. Results showed that six-year-olds frequently detected inconsistent events but that they failed to discriminate…