A summary of research on affective and cognitive development in young children with Down syndrome notes that affect and cognition seem as closely interrelated in Down syndrome as in nonretarded children. Overall findings indicate that from birth to two, children with Down syndrome experience significant delays in development of both affective and…

Sixteen intermediate level hearing-impaired students were examined on perceptions that still water remains invariantly horizontal regardless of container tilt. Similar to findings reported for older hearing-impaired students, Ss made more errors with the straight-sided than with the curve-sided containers. Males performed better than females on…

Protocol analysis techniques, in which subjects are taught to think aloud, can provide information on the mental operations used by gifted learners. Concerns over the use of such data are described and new directions for the technique are proposed. (CL)

The article examines four question-asking practices that prevail in school: maximizing higher level questions, translating identified weaknesses into questions, using questions to create a shared context, and using questions to avoid explicit criticism. (CL)

Results of a study conducted in 14 villages of Sui Lin Township, Taiwan, suggest the hypothesis that, under conditions of extreme economic impoverishment and among children within populations where energy protein malnutrition is endemic, there is an inverse relationship between incidence of morbidity in infancy and measures of motor and mental…

Inservice approaches to curriculum development for teachers of gifted students should emphasize the approach. Teachers should understand thinking skills so that they can help pupils think efficiently and then express those thoughts. (CL)

Challenges the notion that long-term memory retrieval efficiency is a potential source of individual and developmental differences in cognitive functioning. Fourth-grade, eighth-grade, and college-aged subjects participated in a task using the Posner letter matching paradigm and were assessed with tests of verbal and spatial ability. (Author/CB)

The article mentions six basic statements about sequential and simultaneous processes which are derived from A. Luria's clinical research. The Kaufman Assessment Battery for Children is then judged in terms of these statements. Suggestions for constructing tests which will entail planning as well as simultaneous and successive measures are…

Discusses the problem of illiteracy and offers the philosophy for children program as an antidote. This program encourages and assists children in paying attention to their own and others' ideas. It is a thinking skills program that has demonstrated its ability to improve children's basic skills. (JOW)

Describes the ideas proposed by James Mark Baldwin which anticipated much of Jean Piaget's work. The goals, genetic approach, and epistemological assumptions underlying Piaget's inquiry into cognitive development found explicit statement in Baldwin's work. Discusses Baldwin's current importance for psychology. (Author/CB)

Study compared provoked and spontaneous one-to-one correspondence along with two tasks having more preceptual support for correspondence. In opposition to Piaget's predictions, the four levels of correspondence did not differ in difficulty for kindergarteners. (Author/SB)

Four hundred children ages 5, 9, and 12 were given a component selection task with stimuli differing in color and shape. Results indicate a greater tendency for older than younger children to withdraw attention from a normally dominant component when advantageous to adopt another feature as the primary functional cue. (Author/SB)

Pretend play is often undervalued and ignored. This videotape and accompanying booklet highlight how the dramatic scenarios, microworlds, storytelling, and block building of pretend play provide young children the opportunity to develop skills for a lifetime of intellectual, social, emotional, and creative development. The booklet describes the…

A new theory of energy forces developed in the U.S.S.R. seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. (Author)