Although some physical education curricula in elementary schools can be classified by theoretical construct, most are a combination of constructs. Such constructs include cognitive, traditional, developmental, integrative, and acurricular forms. (JN)

Space and shape, estimating and measuring, and number are viewed as the three strands of mathematics that come together as a child develops mathematically. Five cognitive/mathematical levels of development, labeled discrimination, order, application, operation, and estimation, are identified and discussed. (MP)

Reviews research on the nonauditory effects of noise on human behavior and health: performance, interpersonal behavior, annoyance, cognitive development, and mental and physical health. (EF)

Investigated whether a preschool intervention program for children from single-parent households could be effective in establishing the conditions appropriate for allowing the child to recover from the harmful consequences of divorce and limited adult-child interaction. (Author/DB)

Investigates the cognitive functioning of 106 college freshmen using six paper-pencil Piagetian-based tasks. Results show that only 25 percent of the freshmen tested were reasoning at a formal level. (HM)

The construct of general intelligence is discussed in the context of factor models, differential validity of tests, Piagetian tasks, heritability, social class, and race. The general factor is an abstraction resulting from genes, environmental pressures, and neural structures involved in cognitive or intellectual human behavior. (Author/RD)

Investigates differences between adolescents and older adults in their explanations of linguistic metaphors. Adults displayed a synthesizing, integrative perspective, while adolescents displayed an analytic perspective in their explanation of metaphors. (Author/SS)

The Wickens release from proactive interference (RIP) short-term memory technique was used to study encoding with functional categories by 7-, 10-, and 19-year-old male and female subjects. (CM)

This article supports the learning theory and intellectual development model of Jean Piaget as a theory base for science education. (Author/MK)

Describes and critiques a study conducted with boys eight- to fourteen-years-old to test whether intensionality (defined as supraordination) and maladjustment are related. Concludes that the boys tested may have been too young to have fully developed their supraordination abilities and that boys' ability or preference to make supraordinate…

Traces the developmental history of Sesame Street from the initial efforts to obtain funding and set goals to present day importation of programs to other countries. It is recommended that Sesame Street producers incorporate Piagetian theories on cognitive development in order to realize learning gains. (Author)

Eighty-three children from grades 2 through 5 were administered measures of social egocentrism and moral judgment. Methodological improvements in the moral judgment measure were introduced. (Author/MP)

Discusses several questions concerning the nature of cognitive preferences and their measurement. These questions are of two types: logical, pertaining to matters of principles; and methodological, pertaining to matters of procedures. (HM)

To place the concept of emotion in perspective, various issues must be considered: the usefulness of emotion as a unitary concept; the measurement of emotions and the relations among diverse measures; developmental changes; the origins of individual differences in emotional behavior; and the relation between emotional and cognitive development.…

Investigates the role of operative schemes in explaining older children's superior memory on past Piagetian memory tasks. Contrasts were made between the performance of normal v learning disabled grade school children, and between preschool children who either possessed or lacked seriation schemes. (Author/SS)