Preschoolers' performance on a matching task and a counting task suggested that most four-year-old children and some 3 1/2-year-old children used number words to denote one-to-one correspondence in the tasks. (RH)

Argues that dual-task performance is currently not interpretable because several compatible hypotheses have been offered to account for dual-task interference. Demonstrates inability to discriminate among alternative hypotheses by constructing a model which includes limited resources and response competition and requires running at least eight…

Literature review revealed seven empirical articles exploring psychological functioning of color-deficient children. Analysis of literature indicated that equivocal nature of past research may be due to inadequate rationale explaining what outcome variables should be tied to color deficiency. Makes specific investigative recommendations to provide…

Communication is both cognitive and intuitive, although schooling stresses left-brain skills. Ways to develop intuitive (right-brain) skills include mandalas, Jung's technique for concentrating the right brain; writing with the nondominant hand; and positive affirmations. (SK)

In 2 experiments a total of 28 6-and 8-year olds and 9 adults were tested on a task that required making left-right directional judgments from various rotated orientations. The results supported the hypothesis that respondents who answered correctly performed imaginary rotations to correctly align themselves with the object. (MDM)

Suggests ways in which school psychologists can adopt broader role in thinking skills movement. Discusses meaning of term "thinking skills"; distinguishes thinking skills movement in "general sense" from thinking skills movement in "restricted sense"; and discusses hindrances to school psychologists' involvement in general thinking skills…

This commentary on the article by Demetriou et al. in this monograph focuses on three problems in neo-Piagetian theory, namely, the problems of (1) developmental domains; (2) reflective abstraction, or metacognition; and (3) representation, which involves considerations of what knowledge consists of, how it emerges, and how it relates to reality.…

Attempts to clarify issues related to three problems in neo-Piagetian theory, namely, the problems of developmental domains; reflective abstraction, or hypercognition; and representation, or knowledge. Concerning domains, answers three questions: (1) What is a domain?; (2) How are domains identified?; and (3) What happens to domains as they…

Notes that research on aging mind has moved from simple growth versus decline view to conception of joint consideration of potential and limits. Sees this development illustrated by research on two categories of cognitive functioning: the cognitive mechanics (comparable to fluid intelligence) and cognitive pragmatics (comparable to crystallized…

Examined preschoolers' ability to distinguish innocent and negligent mistakes from lies. Found that, when asked to identify a mistake or lie about a food's contact with contaminants and identify a bystander's reaction, children distinguished mistakes from lies; they could also discriminate between lies and both negligent mistakes that generate…

Two experiments examine whether "lemma" (pronouns in German) access automatically entails activation of the corresponding word form or whether a word form is activated only when the noun is produced, but not when replaced by pronouns. Results suggest that when a pronoun is produced, both the lemma and the phonological form of the…

Attempted replication of Gibbs and Moise (1997) experiments regarding the recognition of a distinction between what is said and what is implicated. Results showed that, under certain conditions, subject selected implicatures when asked to select the paraphrase best reflecting what a speaker has said. Suggests that results can be explained with the…

Two studies examined developmental patterns in understanding physical and social transitivity in 6- to 11-year olds. Findings revealed no significant correlations between social judgments and judgments concerning length. Results suggested that children possess two distinct strategies for making transitive judgments that correspond to the logical…

In three shape-constancy experiments, 4- and 7-year olds viewed a circular disc oriented at a slant. All subjects exaggerated circularity of the disc when they knew the object was a circle. Findings suggest that knowledge of reality contaminates judgments of appearance in circle task and this is the same bias that features in realist errors in…

Three experiments examined 3- to 4-year olds' judgments about physical representations which no longer matched their references. Results showed that children tended to misidentify the name of a sticker in a written list to match a change to its referent. Children's incorrect judgments indicated that realist errors to external representations…