Language is a child's major tool for learning about the world. This book presents a naturalistic case study of one child's use of language from two-and-a-half to five years, drawing on systemic functional theory to argue that cognitive development is essentially a linguistic process and offering a new description and interpretation of linguistic…

The results suggest that through meditation practice the individual may learn how to concentrate and to volitionally alter his feeling state by shifting his attention. (Author)

Deaf children, seven to thirteen years old, were observed on concrete, transitional and formal operational tasks ranging from dual classification to combinatorial reasoning. Results were related to number of years of schooling. (ST)

The present study evaluates the relationship between social learning and developmental theories in the prediction of changes in cognitive behavior. (Author)

Reports a study examining the differences between the types of questions asked while teaching reading by teachers educated in the Science Curriculum Improvement Study method of inquiry-discovery science instruction and teachers of reading not educated in this science instructional approach. (TO)

Discusses a study of reading comprehension of fourth grade students by an instrument constructed by the investigator and based upon Piaget's developmental construct of intelligence. (TO)

A presentation of learning experiences involving materials is recommended which reflects the sequence of the developmental stages. This sequence is concrete, concrete-abstract, pictorial-abstract, and abstract. Instructional examples at each level are presented. (JP)

Japanese and American children participated in a free word association experiment. Results indicated that culture was influential in the formation of language. (ST)

Investigates kindergarteners, and third graders' ability to identify novel and repeated visual stimuli. A continuous recognition memory task technique is used. Examines children's ratings of confidence in their decisions by using standardized photographs of peers expressing varying degrees of certainty. (DP)

Examines the interrelationships of task performances and developmental changes of 4-, 6-, and 8-year-olds. Significant developmental changes were observed on transposition, cue interference, and spatial memory. The pattern of intercorrelations between tasks suggested a high degree of correspondence across tasks. (ST)

Sessions of verbal interaction (N=22) significantly facilitated syntax acquisition by 32- to 40-month-olds. In response to children's sentences, experimenters replied with recast sentences that maintained the same meaning but provided new syntactic information. A selective bias in these replies was matched by selectively stronger facilitation in…

Guest editors discuss the theme of this issue of Theory Into Practice: early childhood education (CB)

Discusses the meaning of accountability and its implications for the child, who becomes involved in educational programs that are designed as a result of that evaluation process. (RK)

Before long, the lines of demarcation between studies of cognitive development and studies of social development will have been blurred beyond distinction. Students will no longer identify themselves as studies of intellectual development or students of social development. (Author)

Piagetian and other tasks involving basic processing skills judged relevant to learning mathematics were used to establish baseline data on the capabilities of young children entering school. Some of the problems that involve specific attempts to improve such basic abilities were discussed. (JP)