Considers the controversy between Bruner "et al." (1966) and Piaget (Inhelder & Piaget, 1964) followed up by Sinclair-de-Zwart (1967) concerning the role of language in the cognitive development of children between the ages of 5 and 7. (Author/RK)

Twenty-two children (ages 5-8) with mild mental retardation who received learning set instruction on unidimensional classification and seriation improved on these precursors to concrete operations; 22 children who received more conventional instruction did not. Improvement on classification and seriation was accompanied by improvement on measures…

There is general agreement that the effect of frequency on lexical access time is roughly logarithmic, although little attention has been given to the reason for this. The authors argue that models of lexical access that incorporate a frequency-ordered serial comparison or verification procedure provide an account of this effect and predict that…

Serial order is fundamental to perception, cognition and behavioral action. Three experiments investigated infants' perception, learning and discrimination of serial order. Four- and 8-month-old infants were habituated to three sequentially moving objects making visible and audible impacts and then were tested on separate test trials for their…

Using story retelling as an index of language ability, it is difficult to disambiguate comprehension and memory deficits. Collecting data on the serial position effect (SPE), however, illuminates the memory component. This study examined the SPE of the percentage of information units (%IU) produced in the connected speech samples of adults with…

The word length effect has been a central feature of theorising about immediate memory. The notion that short-term memory traces rapidly decay unless refreshed by rehearsal is based primarily upon the finding that serial recall for short words is better than that for long words. The decay account of the word length effect has come under pressure…

This commentary on the article by B. Gawronski and G. V. Bodenhausen (see record 2006-10465-003) highlights the strengths of the associative-propositional evaluation model. It then describes problems in proposing a qualitative separation between propositional and associative processes. Propositional processes are instead described as associative.…

When pictures and words are presented serially in an explicit memory task, recall of the pictures is superior. While this effect is well established in the adult population, little is known of the development of this picture-superiority effect in typical development. This task was administered to 80 participants from middle childhood to…

In the first of two studies, fifth and eighth graders and undergraduates were shown the patterns of three hypothetical group members' preferences regarding three alternatives. The hypothetical groups members' preferences were ranked first, second, third (Group O); or desirable, neutral, undesirable (Group PN). The subjects' task was to use the…

The inclusion of group activities based on theories of cognitive development within day care settings is urged. Several examples of classroom-tested activities are included. (ED)

First and second graders (n=81) were randomly partitioned into experimental and control groups. The experimentals were given experiences in sorting and seriating objects. Significant treatment and grade effects (p.01) were found on a seriation test, but no significant relationships between classification and transitivity nor seriation and…

ASPECTS OF NEUROLOGICAL RESEARCH ARE PRESENTED UNDER THE TOPICS OF NEUROLOGICAL GROWTH AND DEVELOPMENT, CEREBRAL DOMINANCE, "SPLIT-BRAIN" SYNDROME, AND SEQUENCING. THE FIRST TWO AREAS INDICATE THAT ASSESSMENT OF A CHILD'S NEUROLOGICAL DEVELOPMENT MUST TAKE INTO ACCOUNT VARIATION OF RATE AND DEGREE OF DEVELOPMENT, AND THAT THE SIGNIFICANCE OF…