A Vygotskian approach to assessment is proposed by invoking the distinction between the development of lower and higher psychological functions. Higher psychological functions are specifically human and develop with the use of cultural tools via mediation. Accordingly, a distinction is made between tests that are based on association, which have…

The present study was conducted to demonstrate the power of imagery instructional sets to improve the recall of units more complex than in the traditional paired associate (P-A) paradigm and to evaluate imagery as a memory organizer. Forty-eight sixth grade children were randomly assigned to one of four experimental conditions, defined by the…

Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

Two experiments examined role of affective correspondence between signal and outcome in 4-month olds' associative learning. Found that only when consoling infant-directed speech signaled the sad face did infants' visual interest in a checkerboard increase. Arousing infant-directed speech signaling either the smiling or sad face produced positive…

This paper describes the mental model children have of their own learning, derived from their behaviors when learning a song. The basic assumption of the study is that behavior is an outward expression of a psychological entity. The song chosen for the study was a complex, unfamiliar Zulu song. Thirty-six children in three age groups participated…

The study investigated the effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 45 learning disabled children in grades 2, 4, and 6. (Author/PHR)

Examined whether superior recall of items in event-based categorical relations, or "slot fillers," remained when association and typicality were controlled. Found that only children receiving the typical + high association slot-filler list showed significantly better recall than with the taxonomic-coordinate list, with no differences…

Reviews "Levels of Cognitive Development," which presents a theory of cognitive development integrating discrimination- learning research with understanding of higher cognitive processes. Argues that strengths include its presentation of systematic research and providing continuity between past and present models. Weaknesses include…

To assess the importance of visual attributes relative to acoustic and semantic attributes in children's encoding, a 64-item recognition test was administered to first- and sixth-grade children. Recognition items were linedrawings of simple objects accompanied by aural labels. By manipulating the picture, label, and referent in various…

Clarification of one aspect of Jensen's model of cognitive abilities provided the impetus for this study. Jensen found that sentence construction as a mediator facilitated learning of paired associates, except when kindergarteners were used as subjects. The purpose of the present study is to determine whether the failure of the mediators to…

The inservice and preservice learning module described here focuses on processing procedures used by students, the objective being to help teachers to stimulate cognitive processes. Perceptual and mediational processing and associative learning are specifically covered in the module, and methods for stimulating cognitive processes are presented.…

After intensively studying for several years the thinking processes of members of a tribal group in Western Africa, the Kpelle, the authors examine the relation between culture and cognitive development. The following issues are discussed: (1) an analysis of the terms "culture" and "cognition"; (2) an ethnographic description of the Kpelle…