Investigates the development of map-reading skills in kindergartners and second graders. The maps were read either inside or outside the space shown on the map and they were either aligned with the space or rotated 90 or 180 degrees. (Author/RH)

Examines the development of infants' ability to begin recognizing novel referents of common object names. In particular, the present experiment investigated the development of 12- to 20-month-old infants' ability to infer that an unfamiliar but categorically related object can be designated by a newly learned name for the object class. (Author/RH)

Data on the conservation of discontinuous quantity are analyzed according to two different criteria: judgment only and judgment plus explanation. The results are discussed in terms of Piagetian theory and particularly of the assumption that language development is a consequence, and not a cause, of cognitive development. (Author/KC)

Discusses the findings of 13 sequential studies done by Project Zero on children's sensitivity to artistic styles. Research indicated that there is a developmental sequence in artistic perception. Young children could learn to identify artistic styles but often had difficulty connecting the original paintings with small reproductions used in…

The perspective of the child as an active problem solver is promoted. Three theoretical orientations consistent with this perspective are presented, and the value of conceptualizing treatment change in the context of developmental change is stressed. (Author/GK)

A recently developed and validated group assessment instrument, the Piagetian Logical Operations Test (PLOT), is described focusing on how teachers can use PLOT in improving learning in science classrooms. PLOT is an untimed 51-item instrument consisting of 13 content, 18 decision, and 20 reason items. (MP)

Reviews concepts and studies about social class, educational achievement, and learning styles. Attempts to survey literature pertaining to socioeconomic status and educational achievement and to present the main arguments. (Author/MW)

The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

Fuller, physicist, educator, and director of the University of Nebraska's ADAPT (Accent on Developing Abstract Processes of Thought) program discusses ADAPT in terms of its interdisciplinary, reasoning skills, and mastery learning orientation; university support; plans; student testing; achievements; and faculty training in Piagetian theory.…

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

Examined differences between five-, seven-, and nine-year-olds' ability to estimate their counting accuracy for large set sizes on tasks of three levels of counting difficulty. With increasing age, children's estimates of their counting accuracy increasingly corresponded to their actual counting accuracy. (Author/DB)

Examined preschool children's conceptions of moral and conventional rules. Children judged the seriousness, rule contingency, rule relativism, and amount of deserved punishment for 10 depicted moral and conventional preschool transgressions. Constant across ages and sexes, children evaluated moral transgressions as more serious offenses and more…

This study tests the degree of factor invariance and factor structure replicability of the Family Environment Interview Schedule. Samples of families from different locations were used. Four interpretable factors were derived. Evidence suggests that the four factor solution was invariant across both samples with an identical factor structure.…

This research study shows that it is possible to advance the use of proportional reasoning of many secondary school students by means of a well-designed teaching program. (MP)

Examines the effects of different amounts of irrelevant information on adult age differences in problem solving. Reaction times were slower as a function of increased age and increased levels of variable irrelevant information. Age-associated inability to ignore irrelevant information is partially responsible for the well-documented decline in…