Instructional materials for beginning readers are usually highly structured stories; as the story emerges and fulfills their expectations about what a story should be, it confirms their sense that their reading has been successful. (JD)

This study examined the effectiveness of the Early Childhood Curriculum (ECC) as a viable instrument for the immediate acceleration of cognitive development among preschoolers. During an eight month tutorial project, ten 3-year-old children received one 15 minute lesson each week from the curriculum. (Author/SB)

Examines current conceptualizations of the mechanisms used to explain cognitive and social development and possible common mechanisms linking the two areas. Considers these mechanisms for both a mechanisric and the two areas. Considers these mechanisms from both a mechanistic and an organismic perspective. Presents a developmental model which…

Investigated with 58 gifted children (in grades 5 or 6) were differences in right and left hemispheric brain functions in the context of J. Piaget's theories of stages of cognitive development. (DB)

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

Investigation by researchers into television viewing indicates that cognitive learning is supported, that affective learning is affected both positively and negatively, and that social impact is yet to be conclusively determined. (Author/MJB)

Provides a list of 27 cognitive objectives that are applicable to preschool and early childhood years. Relates elements of the list to the classification systems of Bloom, Gagne, and Briggs. (RL)

The contributions made by including probability theory in the primary grade curriculum are examined with respect to the day to day living of the developing child and his preparation for later life. In particular, language and decision making, misconceptions, research and systematic thinking, occupations, and the future are discussed. (MN)

This paper presents a challenge to a widely cited report by Elkind which states that a large proportion of college students, particularly females, are unable to conserve volume. (BD)

An analysis of sentence grammar is made to show that the ability to produce coherent texts emerges slowly and late in linguistic and cognitive development. (HP)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

This article raises the question of whether Sesame Street could be a valuable learning device for children older than those for whom the program was designed as well as for children who are functioning below average for their ages. (Author/AM)

Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)

Age differences in play were examined cross-sectionally in children at 7, 9, 15, and 10 months of age. (BRT)