Second-, third-, and sixth-grade children (N=48) were presented sets of categorically-related pictures, were either prompted or not prompted to identify categories and later asked to recall categories. Recall time for second- and third-grade prompted children was significantly less than for nonprompted peers. No differences were found with sixth…

Results indicated that progress through adolescence leads to greater differentiation, abstraction, and integration. The emergence of the ability to abstract was considered the most important cognitive development in the adolescent's self-system. Major transformations appeared after age 15. (Author/DB)

Results support the hypothesis that certain classification skills underlie two types of role-taking ability: (1) in which children were asked how another child would think a cartoon ended if shown only the beginning; and (2) in which children were asked how another child would think a cartoon began if shown only the end. (Author/DB)

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)

Since several investigators have found language and play development to be interrelated, free play classifications were constructed for the assessment of social participation, cognitive play, and nonplayful activities for both normally hearing and hearing impaired preschoolers. (Author)

A study of the cognitive and academic skills of an agency's foster children indicated that the general level of functioning was similar to that of low-income and minority children living with their own families. (Author/DB)

Category theory concept of a commutative diagram was used to construct a model of the way in which symbolic processes are applied to problem solving. It was shown that several different levels of thought can be distinguished within the basic model. Two experiments testing the theory are reported. (Author/RD)

The central idea behind this study is that at about seven years of age the concept of normative difficulty emerges, resulting in changes in interpretation of terms such as "hard" and "easy," as well as of normative cues. (Author/DB)

The generality of ability factor structure in adulthood and old age was investigated. Data were analyzed for 198 young individuals (15-32 years), 156 younger old individuals (53-68 years), and 156 older old individuals (69-91). Variables were nine tests marking three ability factors. (Author/CTM)

Relative contributions of form and function information to concepts of 10 objects were investigated with first, second, and third-grade subjects. For first graders, function information about objects took precedence. For second and third graders, form information took precedence. (Author/GSK)

Presents a system for coding and analyzing dialogue involving preschool age children. Each participant assumes roles of initiator and responder and is evaluated according to different scales. Illustrates the system through recorded dialogue between mothers and their three-year-old daughters. (Author/BK)

Presents experimental findings that indicate that some number capacity is present in 22-week old infants, long before the onset of verbal counting. Suggests that verbal counting may have precursors present during infancy. (CS)

Synthesized are a number of learning theories (those of Piaget, Bruner, Gagne, Dienes and Skemp) to form one composite teaching-learning model. This model is then applied to mathematics teaching. An example is provided to illustrate how the model may be used to elaborate a teaching-learning scheme for solving quadratic equations. (Author/DS)

Presents a study that originated from a sociolinguistic research project in Mexico City during interviews with six to seven year old children from sub-proletarian groups. The study focuses on the inability of the children to distinguish between "preguntar" and "decir" ("to ask" and "to tell"). (MES)