Suggests ways puppets can be used to foster young children's problem solving abilities. (CM)

Suggests ways that speaking and listening, reading and writing can be brought together in the learner's mind. (DD)

Too many students prefer "objective" tests to essay tests because they mistakenly believe writing is isolated from the learning process. (DD)

Describes how a purposeful, creative use of show and tell can help develop students' speaking, listening, and thinking skills. (DD)

A review of research and theory demonstrates that teachers can learn much about students' cognitive and linguistic skills by exploring their understanding of proverbs. (DD)

The Piagetian area scores of 168 students in first, second, and third grades were used to predict mathematics achievement for each of four succeeding years. Conservation and measurement scores were highly predictive. (MP)

Open-ended interviews were conducted with 224 boys from first, third, and fifth grades to gauge their cognitive understanding of the structure and purpose of TV commercials and selectiveness of attitudinal response to them. Multiple measures also taken for maturational development, socialization, and television exposure as predictor sets.…

This study examined language ability in children of the same mental age who differed in their level of cognitive development. Subjects were 68 first-graders, 33 male, 35 female, from a predominantly middle-class elementary school. (Author/SB)

This paper indicates how, in the two areas of (1) habit and reason and (2) affective and cognitive, Kohlberg's theory of cognitive moral development may be expanded to include the conceptualizations necessary for any visable moral developmental theory. (MM)

Investigates the ability of adults and children to understand aspects of semantic ambiguity. (DD)

The report by A. Stephens and J. McLaughlin (1974) on retarded-nonretarded group differences in performance on Piagetian reasoning tasks was critically examined. (Author)

The present study was designed to explore what subjects can and will do spontaneously in memory retrieval situations. Subjects were kindergarten, third grade and college students. (SB)

The role of cognitive development in the formation of social judgments was investigated in 2 experiments examining children's use of task outcome information in attributional judgments of ability and task difficulty. (SB)

A conceptualization of intentional behavior is presented stressing the problem of diagnosis. Methodological requirements for the study of intentional memory development are used in a selective review of the literature. (MS)

Twenty first and 20 fourth grade children were tested on perceptual tasks involving moving stimuli that did not touch. In these tables, one stimulus appeared, among adults, to cause the other to move. (MS)