Authors explore some newly developed concepts about learning and discuss the influence of these concepts on current investigations of cognitive development in children. (HS)

Analyzes one student's thinking using the Van Hiele levels of geometric thinking. (KHR)

Nine children were tested to determine the appropriateness of Piaget's part-whole fraction concept interpretation for both the discrete case and the continuous cases of length and area. (MP)

Current research correlating brain growth and changes in electroencephalograph patterns with Piagetian periods of development does not warrant conclusions about educational planning, for cognitive development studies show no correlation between spurts and plateaus in brain growth and children's ability to learn new skills. (TE)

Argues that it is both possible and desirable to teach history to children in the elementary grades and that it would be educationally beneficial to substitute a history curriculum for the present elementary social studies curriculum. Contends that those who infer curricula from psychologists' findings are confusing concept and content. (Author/WD)

Discusses the connections between cultural literacy and schema based on Hirsch's book, "Cultural Literacy: What Every American Needs to Know." Investigates the idea that schemata for cultural literacy can be taught. Asserts that teachers must assess and enlarge vocabulary and determine whether pupils' background knowledge is adequate for…

The author takes exception to Piaget and Inhelder's conclusion that a child's first conceptualization of space is topological. (JP)

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

The hypothesis investigated is that understanding of the long division algorithm requires a higher cognitive level than understanding of fundamental division concepts. Sixth-grade children were tested on performance and understanding of a given algorithm and concepts of division. (MP)

The article describes creative ways to interest children in mathematics. (CD)

The development of numeracy is discussed as being an important aspect of the learning process. (MP)

Discusses problems in both the "unfolding from within" and "enforcement from without" theories of children's cognitive development. Suggests that "mediation from above," which assumes that children are not independent beings, at least in the beginning, offers additional insight into children's interactions with adults. (WD)

Assesses the cognitive consequences of reflective teaching practices compared to inquiry teaching practices on the acquisition and transfer of LOGO computer programming for 2nd- and 5th-grade students. Finds that children that participated in the reflective context developed beliefs about programming practices that were tightly coupled with their…

Area and measurement tasks representative of those used by Piaget were administered to 168 primary students. Data were analyzed to determine effects of sex, age, and task sequence. (SD)