Development of cognitive processes and visual perception in 128 Down Syndrome (DS) children (ages 5 to 18) was compared to that of 162 nonhandicapped children (ages 3 to 8). Linear, rather than stepwise, relationships between performance and chronological age in the DS subjects and similar to normal visual perceptual development were found.…

Presents a detailed conceptual model for developing a thinking skills currriculum. Discusses whether it should be done through separate courses or integrated into subject matter courses. Includes four figures (MD)

Incidental learning has been the most prevalent method of teaching cognitive concepts in elementary physical education. The importance of emphasizing cognitive learning is advocated. (MT)

Study of children's retention of training in class inclusion reasoning skills. Sixty-four kindergarten-age children who showed no evidence of class inclusion skills were assigned to one of three groups: training, training with corrective feedback, and control. Posttests were administered immediately after training and 3 months later. (Author/BN)

Views development of social cognition in adulthood as multidimensional and domain-based. Asserts that social cognitive understanding represents development of interpersonal and intrapersonal domains of knowledge and that social cognitive skills of adulthood cannot be based solely on emergent formal operational abilities or logical-mathematical…

Considers relationships of dialectical thinking to formal operational thought; general conceptions of cognitive structure to understanding thinking across specific domains; motivational and cognitive competence factors in adult reasoning; and contextualistic and dialectical conceptions of social intelligence. Outlines structural-developmental…

Makes three points to address central issues in synthesis of cognitive, social, and emotional domains. Recommends thinking in stage terms as well as in contextual terms, clarifying levels in which questions are posed, and operating in a systems theory framework to make sense of social cognitive behavior. Suggests that individuals co-create social…

Introduces five papers by presenting a rationale for examining personality and social factors in relation to intellectual aging. Argues that identification of links between personality, social, and cognitive factors may be useful for explaining and predicting variations in the course of intellectual aging. Recommends collaboration among…

Maintains that our understanding of learning cannot be complete until we recognize the symbiotic relationship between cognitive and affective means of knowing. Asserts that in the development of critical thinking, aesthetic forms, perceived intuitively, become the criteria against which the child intellectually measures the "fit" of the…

The study compared computer assisted cognitive retraining of 47 patients with severe closed head injury with comparable noncomputerized treatment techniques. Results on neuropsychological tests did not support the increased effectiveness of the computer assisted cognitive therapy. (DB)

In two studies, preschoolers and second graders were tested on their understanding that members of a category have similar parts. Children in both studies drew many inferences concerning the internal structure of objects in basic-level categories. Suggests that preschool children assume that basic-level categories share internal parts. (RJC)

Six studies, with 174 three-year-olds in California, investigated whether children's knowledge of a label for an object excluded the possibility that they would accept another label for the object. Results indicate that mutual exclusivity motivates children to learn terms for attributes, substances, parts, and objects. (TJH)

Examines ways in which young children's decision making is affected by decision reversibility and decision importance. Results suggest that even young children are affected by manipulations of the decision situation, and that basic decision processes develop rapidly with age. (SKC)

Examines the relationship between children's attribute saliency and metaphor interpretation. Findings indicate that attribute saliency for the individual perceiving the metaphor plays a key role in the interpretation process. (Author/CB)

The author defines the term concept as it applies to technology education and reviews the research on the teaching of concepts. Guidelines for the teaching of technical concepts are presented. (CH)