Reviews the literature on the relation between early memory development and corresponding changes in brain development of infants. Finds that an adult-like form of explicit memory emerges between 8 and 12 months of age, drawing heavily on limbic and cortical structures. Offers theoretical perspectives for studying the ontogeny of memory. (JW)

Two experiments examined whether 40 infants would reenact what an adult did or intended to do: (1) infants observed an adult unsuccessfully attempt to complete 4 target acts; and (2) children observed a mechanical device tracing the adults' actions. Infants could infer adults' intentions and imitate target acts, suggesting that children can…

Compared children's performance on initial-unknown and final-unknown problems involving the addition or subtraction of a single item. Found that although 4-year olds responded in a directionally appropriate way to the final-unknown problems but not to the corresponding initial-unknown ones, 5-year olds were able to respond appropriately to both.…

The measurement of the affective (qualitative) influences of computer-assisted interactive video instruction on the learner and attendant enhancements for the overall learning experience are highlighted. Formal factors considered are interactivity via buttons and other event-oriented objects, hypertext, semantic memory, and successive…

Researchers taught unidimensional classification, unidimensional seriation, and number conversion to kindergartners lagging in cognitive development. The instruction resulted in significant gains on their achievement test scores. The gains seemed to result from mastery of key cognitive operations at a stage shift in cognitive development by…

It is demonstrated that the topics discussed in contemporary research in metacognition are integral parts of the theory of cognitive development of L. S. Vygotsky. Unique to Vygotsky's approach is a focus on the sign system of human language and the linguistic tools of thought and control. (SLD)

Notes that rough-and-tumble play must be considered in the context of social values; has beneficial influences on children's cognitive and social development; and is distinguishable from aggression. Makes a case for the use of socializing techniques in conjunction with rough and tumble play. (LB)

Social learning theory is evaluated from a historical perspective that goes up to the present. Sears and others melded psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behavior. Bandura emphasized cognitive and information-processing capacities that mediate social behavior. (LB)

Studied the ability of 8- and 11-year olds, and college-age subjects, to allocate attention rapidly. Older subjects were better able to reallocate attention. The developmental change in the reallocation of attention appears to be continuous and quantitative. Improvement is linked to the ability to use active attentional strategies. (Author/GH)

This paper theoretically characterizes number sense as a set of cognitive capabilities for constructing and reasoning within mental models. This perspective provides support for viewing various aspects of number sense as features of students' general condition of knowing about numbers and magnitude, rather than as skills needing specific…

Identifies and describes the problems students have with the concept of neutralization. Analysis of over 7,500 students' answers to test questions over neutralization showed that many students understand the concept in its original meaning. Students assumed that in any neutralization reaction a neutral solution is formed, even if a weak acid or…

Reviews the major contributions of Alfred Binet. Explains why the fame of the Binet-Simon Intelligence Scale was so long lasting whereas that of his other contributions was so fleeting. Discusses implications of his contributions for current efforts to formulate unified theories of cognition and cognitive development. (Author/GLR)

Examines seventh grade life science students, tenth grade biology students, and college zoology students for understanding of the concept of diffusion. Describes the differences among the grade levels in sound or partial understanding, misconceptions, and no understanding. Discusses the effect of developmental level on understanding. (KR)

Described are how students (n=2,000) reduce the complexity of multivariable problems. Tendencies toward "functional reduction" in common reasoning are shown to range from a simple reduction in the number of variables considered, to a more elaborate procedure where all variables are taken into account, but in a simplified way involving…

This study, which assessed hypothesis-testing abilities using a discrimination-learning paradigm, found that 16 language-impaired primary-level children solved fewer problems than 16 controls equated on cognitive level, but the 2 groups used similar hypothesis types to solve the problems. Type of verbal feedback (explicit versus nonexplicit) did…