Two experiments investigated the possibility that normal children (sixteen 6- to 7-year-olds) and retarded children (sixteen 9- to 10-year-olds) equated for immediate memory performance may not use effective strategies to eliminate interference from irrelevant information in memory. (Author/JH)

Two experiments are reported that reveal the sources of the developmental difference reported by Crane and Ross that second graders learned more than sixth graders about attributes made relevant after solution of a discrimination task. Experiments use technique whereby children verbalize their hypotheses during solution of a discrimination…

Problem studied: How children represent haptic spatial information in memory. Question aimed at: Whether, and if so in what ways, children's spatial representations differ according to the main modality of prior experience. (JH)

Children's understanding of dreams as mental states was examined as an instance of their development of a "theory of mind." Thirty-five children between three and seven years of age were interviewed to determine how well they understood the reality, location, privacy, origin, and controllability of their own dreams, versus that of a…

This study investigated children's responses to failed attempts at reaching possible and impossible goals, and their beliefs about the efficacy of wishing as a magical solution in such situations. Preschoolers were presented with failure scenarios in three different formats: a standard picture book presentation, scenarios enacted in real life by…

The purpose of this study was to determine age-related differences in preschoolers' emerging awareness of the human mind's functions. The study predicted that preschoolers are gradually becoming aware of their own mind functions and those of others. Forty children (mean age in months = 54.1; mean age in years = 4.51) were observed and questioned…

Data representing two styples of approach to the logical abilities of young children are analyzed. The result of this analysis is contrary to popular interpretations of Piaget's views concerning the logical abilities of young children. (ST)

The author discusses two concepts, multilevelness and developmental potential, as they relate to individual human growth. Two cases are used to illustrate. (RP)

Suggests an upward extension of Piaget's theory through dialectic operations because the current theory fails to represent adequately the thought and emotions of mature and creative persons. (CS)

Semantic and cognitive factors governing passive-voice comprehension were studied in kindergarten, first-, and second-grade children. (ST)

Class-inclusion in first grade children was studied by using part-whole comparisons of families of stimuli (e.g., dogs). Results indicated that it was easier to make part-whole comparisons for the family relation than for the class-inclusion relation. (ST)

Proposes a cognitive theory of imitation based on Piaget's interpretations in which imitation is considered one form of overall cognitive functioning instead of a special mechanism for response acquisition. Other theories of imitation, and relevant empirical literature are reviewed and reinterpreted from the cognitive perspective. (DP)

Young children were given tasks in which they were to identify small variations in complex patterns. Results indicated the children were able to perform the task more accurately than developmental models would have predicted. (ST)

Children can recognize patterns much earlier than they can reconstruct them. A child cannot understand seriation in an operational sense unless he recognizes a seriated configuration. (ST)