An Inventory of Piaget's Developmental Tasks was used to assess attainment of five Piagetian tasks of elementary and secondary-level teacher candidates and of general population college students. Results were compared and are discussed. Recommendations to promote cognitive maturity are presented. (Author/MT)

Discusses adaptive cognitive changes in adulthood from perspectives of adult cognitive development and social cognition theory. Proposes interface between the two disciplines. Applies post-formal literature on cognitive development to area of attributional processes. Discusses implications changes in attributional processes may have for cognitive…

Presents the idea that playwrites adapting plays for children often simplify it so extensively that they do not serve the developmental needs of the child or the artistic conception of the play. Suggests that developing a thematic point of view for the play would help playwrites create fuller characters that are still understandable and enjoyable…

The study compared the conservation abilities of 80 prelingually deaf and 80 hearing students (ages 9-12) in the Republic of China. Results indicated a significant difference in conservation ability between groups favoring the hearing students and no significant difference in conservation ability between age levels for the deaf group. (DB)

Argues that one way to investigate the relationship of text to story taker (reader or listener) is to compare how the writer has made the story to how the story taker has recreated the story. Indicates a resonance between the story taker's retelling and the original text. (RAE)

Although most males with a 49,XXXXY karyotype will have significant mental retardation, the case of an affected boy having mild-cognitive and motor delays and age-appropriate adaptive skills at 59 months is presented. Guarded optimism may be justified in affected males demonstrating close to or age-appropriate developmental skills through early…

Creative musical experiences appropriate to children's cognitive and psychomotor development should begin in kindergarten. Structured creativity through the process of musical composition can be used at grade 4 and above. Lesson plans using Haiku poetry, penatonic scales, rhythmic durations, and melodic contour to create a song are provided. (VW)

Discusses whether the cognitive development of developmentally delayed autistic children is the same as that of younger, normal children or whether it differs in significant ways that have implications for clinical assessment and treatment. (PCB)

Tested the comprehension of children aged 4-12 of double negation in Chinese. Young children interpreted double negation as simple negation. Only the oldest children consistently interpreted double negatives as equivalent to affirmative sentences. (SKC)

Computer technology is discussed as a root metaphor for learning at two levels. At the practical level, computers should serve as tutors, tutees, and tools to help develop higher order cognitive skills. At the philosophical level, the man-machine duality relates to consciousness, computer fallibility, and continuous versus discrete thought.…

Children six, nine, and 12 years of age were asked to recall stressful episodes to describe how they responded in each instance. Responses were coded as primary coping, secondary coping, or relinquished control. Findings indicated that children report that they cope with everyday stress and that their coping approaches are influenced by…

Reports on a study which examined children's and adults' use of text structure and content schemata in isolation and as they interact. Indicates that subjects' ability to select appropriate schemata supported the validity of both schema types. Also finds that structure and content schemata interact with schooling and text to influence processing…

Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)

Issues and developmental considerations in outcome and treatment of head injury in children are considered. Focus is on appropriate assessment practices in the areas of psychoeducational development, motor and cognitive deficits, and neuropsychological deficits. (Author/DB)

Among results comparing attainment of the conservation concept in blind (N=30), partially sighted (N=50), and sighted (N=40) children (ages 6-15) in Taiwan were that development of partially sighted children was more like the development of sighted than blind children, and that a 1-4 year developmental lag occurred in blind children. (Author/DB)