It is suggested that the classical conservation justifications (reversibility, compensation, identity, identity action) are both formally and empirically inadequate justifications for the conservation deduction, particularly from a pedagogical perspective. A test for the distinction between true and empirical reversibility, that subjects know of…

Learning disabled children in three age groups were found deficient on binary conceptual rule tasks when compared to normal children. A modified reception paradigm using three bidimensional rules and two instructional conditions was used to test the hypothesis that deficient rule learning rather than inattention is responsible for poor learning in…

Briefly discusses children's spontaneous musical expressions, outlines stages of children's musical development, and suggests musical experiences for young children. (Author/RH)

Explores the theories and models of self-actualization and human development. Twelve tables illustrate developmental stages, ways of knowing, moral and ethical development, management style, goals of learning, organizational development, and other dimensions. Availability: M.E.A.D. Subscriptions, C.S.M.L., University of Lancaster, Lancaster LA1…

Drawing on Piaget's own work and some contemporary studies of social interaction, the author concludes that one may reinterpret Piaget's descriptive psychology in terms of the infant's growing communicative competency. (Author/MP)

The article describes some of the limitations of most currently available language materials and presents a description of normal language development designed specifically for parents of hearing impaired children. Used in conjunction with workshops for parents at the Houston School for Deaf Children, the sequence represents 11 stages of language.…

Scales for object permanence and spatial relationships were administered to 98 severely and profoundly mentally retarded children (mean age 13 years) on three occasions, 6 months apart. Differences in the difficulty of the items were quite stable, but their order of difficulty differed appreciably from that for nonretarded infants. (Author/SB)

The "universal to unique" framework of educational psychology is intended to provide a balance between developmental psychology's holistic approach to learning theory and cognitive psychology's emphasis on individual differences. (Author/JCD)

Investigated the correspondence between stage changes hypothesized by the Kubler-Ross theory and the perception of the course of illness by seriously ill patients and their spouses. Supported the use of Q-methodology as a research procedure for investigations of terminal illness. (Author)

Three of the four stages of cognitive development as spelled out by J. Piaget are reviewed, and several key thinking areas which relate to the development of thinking skills in young hearing impaired children are identified. Techniques for developing such skills used at the Tucker-Maxon Oral School (Portland, Oregon) are offered. (SB)

The study examined the spontaneous imitations produced by four Stage-1 preschool Down's syndrome children. The imitation speech of the children was compared to their spontaneous productions to determine whether words imitated are different from those produced spontaneously. (Author)

Piaget's use of the equilibrium model to define knowledge results in a cybernetic conception of knowledge that cannot explain how knowledge becomes possible. The knowledge that behaviors apply discriminately must be acquired, and cannot be programed, and therefore cannot be learned. (FG)

A procedure for evaluating the Genevan stage learning hypothesis is illustrated by analyzing Inhelder, Sinclair, and Bovet's guided learning experiments (in "Learning and the Development of Cognition." Cambridge: Harvard University Press, 1974). (Author/MP)

A comparison is drawn between acquiring linguistic skills and acquiring creativity. It is suggested that aesthetic values have to be taught, that literalism has an important function in artistic development, that media can help to control and direct a child's attention, and that formulas impart a necessary competence. (Author/KC)

Sixty children, ages 2-4, observed videotaped, same-sex models perform sequences of skills requiring different levels of motor development. When asked to imitate one act from each sequence, children tended to imitate skills at their own developmental level rather than skills above or below their current level of competence. (Author/SJL)