Summarizes Piagetian developmental psychology, and describes a study in which trainee elementary school teachers administered Piagetian tasks to pupils. During this time the teachers were being instructed in the development of children's thought processes. Results support the continued use of the method. (AL)

Vygotskian theory suggests that maturation and learning are not mutually exclusive; rather together they constitute development and are thus dependent on each other and interactive. The concept of the zone of proximal development involves determining two developmental levels of mental functions for each learner--the actual and the potential…

Reports a study of the correlation between intellectual development and students' understanding of scientific concepts and science processes. Results are reported concerning the reliability and validity of Piagetian or Piagetian-like tasks as measures of students' level of formal reasoning. (Author/SA)

Describes a study of 708 eleventh and twelfth graders of cognitive development and their ability to learn physics. The theories of Piaget were used as a model to study the teaching and learning of physics. (MDR)

Investigates the prevalence of developmental cognitive differences among college students and the relation of scores on cognitive tests to an objective form of assessment of achievement, namely, the final grade in a conventional physics course. (GA)

Author offers a way of viewing cognitive development that will engender some possible answers'' in early childhood education more consistent with human and humane development. (Author/CB)

Research related to the training and measurement of cognitive skills (effective behaviors in situations in which events must be organized or structured in some way) represents a point of common ground between the educator and the behavioral scientist. That we so seldom train for generalized cognitive skills is paradoxical, for most authorities…

Proposes that cognitive developmental stages can be accounted for in terms of information processing factors which limit the highest level of cognitive system which children can attain at any given age. Delineates four progressively more complex levels of cognitive mediation of the environment. Two experiments which support the developmental model…

Forty-five children aged four-and-a-half to five-and-a-half years old were given number conservation tasks in three conditions: (1) a count condition in which children were helped to count each set after the transformation; (2) a match condition in which children were helped to connect by a string each animal with its peanut; and (3) the standard…

Presents a research study of 66 students in grades 9-12 to determine the validity of assessing cognitive level of development from a single task. Results indicate that one task is not an adequate and reliable measure of a scheme or of formal operations in general. (SL)

Presents a computational framework for modeling cognitive development that provides a language paradigm with which to compare and contrast different facets of children's knowledge. Describes the generative connectionist algorithm "cascade-correlation," the successful use of the algorithm to model cognitive development in various…

Analyzes the performance of the Electronic Task (ET), to test for combinatorial reasoning, over a broad range of subject ages and abilities in order to evaluate it as a substitute for the original Chemical Task (CT). (GA)

Analyzed are the different stages in the conceptual evolution of infinity as developed historically through the work of Bolzano and Cantor. Results of a study of 18 to 20 year old's concept of infinity prior to instruction produced aspects of the passage between conceptual levels of infinity. (MDH)

The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike…