Presents a framework for relating degree of bilingualism to aspects of linguistic awareness. Found the more fully bilingual a child was, the better his or her performance on metalinguistic tasks requiring high levels of analysis of knowledge. (SKC)

A comparison of 28 mildly mentally retarded children with 28 children of average intelligence (mean mental age six years) in learning conservation skills found both groups benefited from Direct Instruction methods, but retarded children acquired only pseudoconservation from Observational Learning methods. Their learning was not tenacious and did…

Dual task procedures (finger tapping and associative memory) were used to examine developmental differences in the amount of mental effort required to deploy rehearsal and elaboration. Sixth-grade and college students participated. Some evidence for a developmental difference in mental effort was found. (TJH)

Four studies investigated whether inconsistency of children aged four to six on developmental tasks may reflect a misinterpretation of the experimenter's intent in communication under repeated questioning. (SKC)

Conducted three studies to investigate relationship of dualistic and relativistic epistemological thought to empathic understanding in the counseling setting. Relativistic epistemological thought was positively related to aspects of counselor empathy, both in role-played counseling sessions by student counselors and in a written empathy measure.…

The relationship between the manner in which environments are encountered and the nature of environmental features in the construction of spatial representations was examined. It was found that performance of a thematic activity facilitated construction of a spatial representation of a large-scale environment. (PCB)

Explored the relationship between cognitive development and perceptions of environmental press using the Allen (l983) Paragraph Completion Instrument and a version of the Classroom Environment Scale by Moos and Trickett (l974). Persons functioning at varying levels of cognitive development (dualism, multiplicity, late multiplicity, and relativism)…

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

Examines imitative interchanges of 18 mothers and their 10-to 14-month-old infants during two natural situations, bath time and free play. Infants' and mothers' replications of vocal, verbal, and motoric acts were observed. (NH)

Discusses the impact of writing on culture, especially the psychosocial consequences of literacy as a "technology of the intellect." Describes the role played by writing in both a slave revolt in nineteenth century Brazil and a preliterate African culture. Argues that "literacy" serves too many functions to be used as an…

Summarizes school readiness and retention research issues, including youngest first graders' performance, entrance age policies, voluntary decisions to wait an extra year, assessment of children's readiness, and the negative effects of kindergarten and first-grade retention. Concludes that age disadvantages are seldom serious and usually disappear…

A study examined the value of two different sets of variables as predictors of first-grade writing achievement. A set consisting of six variables measuring cognitive development was found not to predict writing achievement, while another set consisting of seven subtests of the Canadian Readiness Test was found to be a significant predictor.…

High quality children's literature should be used to facilitate language-learning-disabled children's narrative abilities in the areas of structure, content, values, and aesthetic appreciation. Using the macrostructure of the story can lead to the exploration of feelings and values in real or imagined situations. (DB)

A study was made of 379 inservice and preservice teachers to identify the objectives they sought to attain in their physical education classes. Results are presented, and differences between preservice and inservice teachers are discussed. (MT)

This article describes the complex nature of the principal's job and discusses four programs that help principals acquire the skills needed to be successful. These programs are (1) Peer Assisted Leadership (PAL); (2) Cognitive Coaching; (3) Developmental Supervision; and (4) Differentiated Supervision. (MT)