Described are the objectives and results of the Cleveland State University summer workshop titled "Reasoning for Children," designed to provide inservice training in teaching philosophical constructs to elementary age children. (SBH)

Discusses the inadequacies of the linguistic development theory called cognitive determinism and suggests instead the linguistic input hypothesis. Concludes that it is not either cognitive development or linguistic input that determines linguistic growth, but an interaction between them. (RM)

A total of 146 disadvantaged preschool children were trained in 1 of 3 different types of fantasy activities. The effects of this training were evaluated over a variety of tasks measuring cognitive development and impulse control. (Author/JMB)

A look at integration, delivery systems and the role of a learning resource teacher. (Editor)

Discrepancies between the mental age (MA) scores and the mean performance of chronological age (CA) groups in the latest revision of the Stanford-Binet Intelligence Scale are noted. A table is presented for converting published Stanford-Binet MA scores into MA scores that are congruent with the above definition. (Author)

Gender constancy was assessed at ages 4, 5, 6, and 7 for 314 economically disadvantaged children. Results yielded evidence for the sequential placement of a transitional phase in the development of gender constancy. (JMB)

Visual, name and conceptual encoding of pictures were studied using a recognition memory task in which 4-, 8-, and 16-year-olds quickly decided whether or not pictures were identical to remembered study pictures. (SB)

In a study of charitable behavior, 187 kindergarten through sixth grade Caucasian boys and girls were given the opportunity to share candy with children (1) described as similar to them, (2) with children described as dissimilar and needy, or (3) with both. (BD)

One hundred sixteen second grade children participated in a study of the relationship of field dependence to egocentrism and conservation ability. (BD)

This paper reports the findings of three studies aimed at further investigating the development of water level representation in elementary school age children as related to field independence. (SB)

Assesses three papers in this volume, those by Wellman and Estes, Olson and Torrance, and Hall and Nagy, for their treatment of the following: (1) definition of semantic space, (2) defining children's processes of understanding that space, and (3) describing the contexts in which cognitive language is used. (AEW)

A path model of genetic and family environmental transmission was fitted to published twin correlations and to general cognitive ability data from adoptive and nonadoptive families in which children were tested yearly through the fourth year. Longitudinal genetic correlations from infancy to adulthood were modeled explicitly, as were effects of…

The possible cognitive consequences of learning to read are explored. The conditions of learning, it is argued, combine with the degree of technical mastery to affect thinking powers and conceptions of language, learning, and authority. (Author/MT)

The synectics model is an exciting strategy for development of thinking skills for gifted and creative children. The three-phase strategy teaches about direct analogy, personal analogy, and symbolic analogy. (CB)

Contending that mathematical representation sustains a resemblance to the representational activity preceeding it and that it is this analogical resemblance that makes the developmental sequence of children's representational ability visible as a sequence, this paper explores the application of this notion to an undergraduate class in early…