Controlling for early sensorimotor differences, found that high levels of distress and anger expressed by children at age three months predicted low cognitive scores at four years. Controlling for early emotional and sensorimotor differences, found that high levels of maternal responsiveness in the same group of children predicted high cognitive…

Two studies examined the relationship between cognitive rigidity and cognitive inertia, with a total of 52 children and adults with mental retardation and 50 nonretarded individuals. Findings provide some support for the theory that there are age-related inherent structural differences leading to greater rigidity in older adults. (DB)

Comments on Lewis's ideas about reconciling stage and specificity in neo-Piagetian theory in this issue. Focuses on whether general stages, domain specificity, and individual diversity are compatible from a nonlinear, dynamic perspective. Suggests that, by using catastrophe theory, intra- and interindividual diversity and domain specificity can be…

Retrospective analyses were conducted on a remainder population of 361 individuals with mental retardation at a rehabilitation institute. One-third of the clients appeared to be gaining from the institute's programs. Programs dealing with daily living and more conceptual material appeared to be more effective than vocational programs. (Author/DB)

Examined temporal structure of free toy play by five year olds. Findings showed that the engagement of children's attention was initially fragile; became more fragile for a period of about 12 seconds into toy play episodes; and then grew stronger. (SH)

Examines the shared cognitive dimensions of cultural institutions like museums, libraries, and parks, suggesting they make similar situations for transmitting information. The article encourages a critical understanding of public cultural institutions to enlarge the potential for discourse about their analysis and criticism. Heuristic questions…

Reviews some of the major cognitive, social, and emotional achievements of young children and discusses some of their limitations. Divides description of development into intellectual, language, social, and emotional development. Notes that this division represents adult categories of thought and does not represent young children's actual modes of…

This response to Fey (EC 604 058) reviews recent advances in phonological theories, including autosegmental, metrical, and lexical phonology, and their potential applications. A new theory of developmental change that is also cognitive in orientation is presented, along with some suggestions for clinical applications. (DB)

Reviews research on quantitative and qualitative indexes of play, and relationships between play and language. Finds consistent relationships between duration and level of play throughout early development, and parallel developments in play and language. Indicates that measures of spontaneous activity and habituation in infancy predict…

Preschoolers' performance on two tasks demonstrated that, given a perceptually available set of dolls, they were able to use number words to determine the quantity of a hidden or nonexistent set of items that was in a known ratio to the available set. (MM)

Suggests that the formation of habits is the basis of character and morality. Supports this suggestion with citations from Henry James and other writers, and with examples of intellectual diligence from the lives of Helen Keller and Anne Frank. (HTH)

Visual learning, the capacity to construe meaning from visual images and to create meaningful visual forms, distills complex information and presents information directly. It plays an important role in development of the ability to abstract and decode. (SK)

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

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…

Successful immersion and content-based foreign-language programs always focus on subject matter rather than on grammatical and lexical elements of language. Art is only one of several kinds of intelligence and subject areas that can increase the potential for success among students with varying ability levels. (CB)