This study investigated the quantitative and qualitative differences in the responses of children aged four, six, and eight to four kinds of questions; cognitive memory, convergent, divergent, and evaluative. The subjects, 48 boys and girls, were from advantaged homes and had attended, or were attending, nursery school. Each subject was shown a…

Ability to reason clearly and efficiently is perhaps the single most important learning objective common to all subjects and to all aspects of the schooling situation. In order to design an effective reading comprehension program, teachers and program planners must assess children's logical abilities. This discussion provides a review of some of…

An urban, federally funded after-school program for children ages 6-13 was evaluated. Program children were compared to control children with respect to social skills, self-esteem, school achievement, and congruence between parent and child ratings. Multivariate statistical analyses indicated that program children surpassed controls in all but the…

Written in 1973, the document describes the application of Jean Piaget's pedagogical principles to an elementary and secondary social studies curriculum: Social Encounter and Research Curriculum for Humanization (SEARCH). In Part I, it is stressed that SEARCH is the first innovative curricular program that strives to teach the major concepts of…

This paper was presented at the annual meeting of the American Educational Research Association as part of a symposium, "A social learning alternative to structural theories for explaining developmental changes in childrens behavior." This presentation examines the moral development of a child in terms of a social learning approach, and discusses…

This study was designed to serve as a model for school districts desiring to implement an elementary guidance program. Emphasis was placed upon grades K-6, although subjects extended into Grade 8. Approximately 450 boys and girls in each grade responded to questionnaires. In grades K-3, subjects responded to happy, neutral, or sad faces. In Grades…

The interaction of children and stories is examined in this book, with particular attention to the way in which children's language usage indicates the development of their concept of story. The first two chapters of the book discuss the topic from a broad perspective, seeking a theoretical framework for organizing children's language usage.…

This paper examines the development of visually evoked EEG patterns in retarded and normal subjects. The paper focuses on the averaged visually evoked potentials (AVEP) in the central and occipital regions of the brain in eyes closed and eyes open conditions. Wave pattern, amplitude, and latency are examined. The first section of the paper reviews…

This book presents a theory of child development and learning and explores the implications of this theory for early childhood education. The theory is based on the Piagetian premise that the acquisition of knowledge is the result of an active process of construction. The child mentally transforms the environment by relating new information to…

This paper reports on the development and validation of an instrument for recording haptic exploratory behavior through detailed examination of exploratory search strategies of young children. Individual differences within age level were investigated, as well as the extent to which information processing capabilities for haptic perception are…

Developed out of a recognized need for practical, career-related suggestions, this booklet was designed for parents to use with their children. Eight major subtopics considered important by career educators are used to group the information: (1) Career awareness, (2) attitudes and appreciations, (3) self-awareness, (4) decision-making, (5)…

This handbook, primarily for parents and teachers of preschool through third grade children, provides some insights into Piaget's theories about how children think and learn and presents ideas for using Piagetian-type activities and games in the home or classroom. (The handbook does not attempt to give a comprehensive analysis of Piaget's theory…

Presents a developmental study of bargaining between two children. Subjects were 60 boys and girls ranging in age from 4 to 15 years. (BD)

Examines whether young children make explicit references to beliefs, ideas, thoughts, and intentions. Relates that three-year-old children correctly distinguish between real and mental items and that they think and dream about things that are not real. Concludes that conceptual development theories portraying early development as concrete and…

Investigated the relationship between the development of formal operations and the formation of ego identity in adolescence. Obtained significant positive correlations between combinatorial ability and degree of identity, suggesting that high identity may facilitate the application of combinatorial operations. Found some gender differences in task…