Human social and cognitive development is largely an outcome of the child rearing practices of the cultural subgroups which make up modern society. While the social classes are the most pervasive and powerful in their influence, ethnic subgroups are also effective. (MS)

Investigated was the hypothesis that conservation tasks are unifactor by administering eight different conservation tasks to 96 seventh-grade science students and performing a principal component analysis on the data. Results indicated that conservation tasks may measure up to three different components of cognitive thought. (SL)

Described is a search for optimum child rearing practices in a seven-child Russian family over a period of 16 years. Intellectual development, creative ability, and physical development are discussed. Results indicate positive effects of early physical and mental stimulation. (Author/DB)

An investigation of selected research projects which focus on intellectual development is presented. The treatment begins with a description of psychological-oriented studies and illustrates the many ways in which studying a second language in school settings contributes to the cognitive development of the learner. (Author/RM)

Studies of bilingual children have debated the effect of bilingualism on cognitive development. This study examines the relationship between cognitive processes and balanced bilingual skills. It finds there may be a threshold level of bilingual competence to be attained before bilingualism can positively influence cognitive functioning. (CHK)

Forty Canadian Indian children in grades three and four were divided into two groups and given a minimum and a maximum remediation program to improve their sequential learning processes. The maximum program resulted in significant improvement in sequential tasks such as auditory and visual memory and reading tests. (JC)

Cultural, ecological, and educational variables in relation to magical thinking, perceptual flexibility, and logical reasoning seem to be crucial in development of children's judgments and explanations in conservation tasks. (Author)

Explores the idea that human development should be the aim of education through discussion of the philosophies of John Dewey, Jean Piaget, Lawrence Kohlberg, and Alfred North Whitehead. A four stage teaching model that combines subject matter with developmental goals is presented. (Author/DB)

Moral competence is more difficult to attain than scientific competence. Since language comprehension plays a central role in conceptual development, and moral language is difficult to learn, there is a common deficiency in moral conceptual development. This suggests a theory of non-spontaneous solutions to moral problems. (Author/MS)

Discusses the education of today's child to live in the world of the future and some areas that need attention, such as coping skills, cognitive skills, affective education, acquisition of a fortune-focused role image, emphases on humaneness, and working with parents. (MS)

Illustrates the use of a Piagetian-influenced research strategy in overcoming existing methodological problems in human experience research and presents illustrative data on human early experience research which has so far yielded inconsistent data. (GO)

High-quality early childhood education programs provide young children with experiences that promote healthy cognitive and social development and the basis for thriving in school. Over the past 20 years, states have made strides in terms of their attention to and provision of early childhood education. While 20 years ago, only about 10 states…

This document includes proceedings, abstracts, and papers of the 20th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 29-31, 2006 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University.…

Research on language-minority (LM) children has generally focused on language as the primary mediator of student achievement without considering other student demographic characteristics. This is unfortunate, as studies that approach language-minority children as a homogeneous group will misestimate relationships between language status and…

In order to determine students' achievement, science teachers have to develop their own assessment tools. This study attempts to find out the relationship between the teachers' assessment tools and students' cognitive development according to the teachers' teaching experiences. Six open-ended survey questions were developed and delivered to 59…