Overviews characteristics of preoperational thought, summarizes Piaget's theory of the peroperational child's view of reality, explores implications of the preoperational stage of development for early childhood science education, and provides general guidelines for an early childhood science curriculum. (Author/RH)

The dimensions that interact during reading acquisition include properties of texts, the acquisition of reading skills and strategies, the development of cognitive and language skills, the influence of instruction, and the effects of motivational, cultural, and language variables. Discusses how these interactions may occur and describes three…

Holds that young children are limited in their knowledge about cognitive phenomena ("metacognition") and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. Proposes a model addressing the question of what adult-like knowledge and behavior might constitute metacognitive developmental targets toward…

Explores the relationship of an individual's reliance or nonreliance upon concrete cues in problem solving and performance on a model-based measure of hierarchical classification. Level of cognitive development, as determined by performance on Piaget-type tasks, generally predicted hierarchical classification ability of junior- and senior-high…

Investigates two levels of the spontaneous inference of thinking in others (nonrecursive and recursive) in children of ages 10, 12, 14 and 16 using a person description task. (Author/SS)

Investigates the hypothesis that those individuals who have not reached their full potential in moral reasoning given the limits set by their stage of Piagetian development would advance significantly more than those who have reached their potential in response to a moral education program. (Author/SS)

Finds that the object concept scores of 104 infants were relatively independent of IQ and background variables, showing that object concept is the most stable developing function in infants and an accurate reflection of infant cognitive potential. (RL)

Support claims that the "Defining Issues Test" of cognitive-moral development cannot be faked higher. Finds that instruction about cognitive-moral development affected the scores of the teacher trainees who were tested. (RL)

Suggests that the same developmental trend of fears that appears in normal children appears in the retarded, and that these fears follow Piagetian theory, proceeding from egocentric perceptions of causality to realistic cause, and effect thinking. (RL)

The article describes the Chapel Hill Gifted Handicapped Project (housed at the University of North Carolina) designed to develop a model and field tested curricula for gifted and handicapped preschoolers. (SBH)

In this study of second and fifth graders, story relevant pictures and subject generated images were presented to determine the kind of story information likely to be enhanced by real and imagined pictures. Results indicate that central and peripheral information was facilitated by visual illustrations, primarily the former. (JEG)

Discusses children's concepts about stories, by examining interview responses. (AA)

Tests Piaget's assertions regarding compensation, identity, and conservation using a modified replication of Piaget and Taponier's classic study of liquid conservation. A total of 96 children in kindergarten and first grade were presented with a sequence of anticipation-of-liquid-conservation, anticipation-of-water-levels, and standard…

An overview of evaluation research on the effects of center-based Head Start, home-based intervention programs for infants and toddlers, and Follow Through is presented. (JD)