This paper proposes an explanation for the onset of autobiographical memory at about 4 years of age. It seems likely that normal middle-class 3-year-olds have not yet mastered language as a representational system. Research suggests that children learn the social and cultural forms of narrative memory in talk with others. It is hypothesized that…

It has been shown previously that many students solve chemistry problems using only algorithmic strategies and do not understand the chemical concepts on which the problems are based. It is plausible to suggest that if the information is presented in differing formats the cognitive demand of a problem changes. The main objective of this study…

Exploring the use of the prefix "meta" and the use of "meta" terms in the context of Lev S. Vygotsky's theories demonstrates that students need to use language to learn about language. "Writing about writing" is already part of many classrooms, but by establishing a connection between metadiscourse written informally…

The pilot study evaluated a 10-week academic cognitive training program in 12 stimulant-treated hyperactive boys (6-11 years old). Training components included self monitoring and self reinforcement of problem solving behaviors, the exclusive use of academic tasks and materials, and correspondence training. Significant improvement was found in…

Elderly men (N=18) and elderly women (N=18) were assigned to three treatment conditions: feedback, practice, or control. Subjects were post-tested on measures of spatial egocentrism, fluid intelligence, perceptual speed, and volume conservation. The effect of feedback was to improve scores on spatial egocentrism, but this influence did not…

Developmental levels of gender identity in preschool children were investigated. (JMB)

A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. (JMB)

This research addressed the question of whether variations in instructional strategies which incorporate ideas from social learning theory lead to significant growth among bright underachievers. (Author/RK)

The results of six studies of children's use of logic and logical connectives are compared and discussed in conjunction with Piaget's theories. (SD)

Article examined the validity of some of Piaget's and Bruner's findings in non-western cultures, the relationship between cognitive models that they developed, and the implications for curriculum, teaching and learning of any data newly discovered. (Author/RK)

The effects of numerical and visual cues, equality or inequality of initial volumes, size of measurement unit, and order of cue presentation on conservation of liquid volumes by first- and second-graders were investigated. Some findings extend, and others contradict, those of Piaget. (SD)

Discusses two experiments in which middle-aged, elderly, professional, and non-professional males and females were given the Conceptual Styles Test. An analysis of variance on the percentage of complementary responses revealed significant effects for age, occupation, and th interaction between age and sex. (ED)

The development of ordering and correspondence operations, under varying degrees of the presence of length cues to number, was studied in 91 preschool children. Findings are interpreted in terms of the young child's difficulty in separating and coordinating the dimensions of length and number. (Author/ED)

Involving students in discussion groups tends to develop their language and cognitive abilities. (JH)