Students were pretested, then 27 first graders were trained using a highly verbal procedure emphasizing class addition activities. On posttests, trained subjects significantly improved their class inclusion and number conservation scores, but no effects were found for substance conservation or transitivity. (DT)

Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)

Sensory thinking is the process of bringing experienced aspects of the child's world into his focal awareness, usually through a medium such as language. (Author/IRT)

American thought has contained a strong metaphysical bias favoring a realist interpretation of the world, and this has led to the assumption that facts possess ontological status, however, facts are segments of human experience and students must acquire conceptual tools for extracting factual data from experience. (JD)

Children at three age levels were administered Schutz and Keislar's word-span task using nouns, verbs and functors as stimuli. (Author/RM)

This commentary refers to a recent paper (1975) by Sayer and Ball in this journal concerning the relationships between formal operational thought and science achievement, and requests additional information on the representativeness of the sample and the performance of boys and girls on the Piagetian tasks. The requested information is provided.…

The article highlights some of the areas of ongoing research that are crucial to achieving smooth and productive cognitive and linguistic development for the young hearing impaired child. (Author)

This is a detailed review of studies of extinction of Piagetian concepts, stressing that interpretation of such research is complicated by methodological problems, some avoidable, some intrinsic to the extinction paradigm; and that this paradigm retains the potential for contributing important information about the nature of concrete-operational…

A total of 219 male and female college students returned questionnaire measures relating to cognitive complexity, dogmatism, and repression-sensitization. Analyses revealed very complex interactions among the variables. (Author/SB)

In a free recall task with categorized lists, 40 fifth graders' and 40 adults' retrieval was examined temporally by means of interword response times. List organization and retrieval cue factors were manipulated in order to assess the developmental relevance of an hypothesized three component retrieval model. (JH)

This book is a rare peek into the divergent--and at times contentious--points of view among world's leading researchers on what the condition of mental retardation is and how it should be defined, measured, and implemented in the 21st century. It is a candid and insightful collection of essays from experts on issues ranging from whether mental…

This paper reports on a portion of a 14-year study of the mathematical thinking of a cohort group of students that was based on an identifiable perspective on how mathematical ideas are built. Three videotape episodes are presented so that groups of students working together can be viewed at three points in time: as fourth graders (ages 9-10) and…

Certain aspects of meta-linguistic awareness are known to be essential for bilingual children's literacy acquisition. Phonological awareness is one of these skills. Beginning with a discussion of a pivotal developmental research model of control & analysis of cognitive skills in bilinguals, this review will discuss several studies that explored…

It is generally recognized that a positive relationship exists between language ability and mental ability as measured by a standard intelligence test. The relationship has been suspect, however, since the understanding and use of words play so large a part in many of the intelligence tests. The question has been raised of whether a child earns a…

This book offers teachers, through discussion and example, a flexible conceptual framework upon which to base daily decisions about content and pedagogy when teaching adolescents. The Adolescent-Centered Teaching (ACT) models in each chapter are designed as illustrations of this framework. Each ACT further features specific concepts developed…