The paper reviews research on the issue of continuities and discontinuities in development, focusing on affective and cognitive-motivational aspects. The theoretical view of Rene Spitz is reviewed. Findings comparing abused/neglected and perinatal risk infant populations with normal infants illustrate differences in both affective and…

The relationships between three types of tasks were investigated with 428 children from kindergarten through grade 6 showing that correspondence, seriation, and transitivity reflected different underlying concepts. Thus, it was concluded that neither correspondence nor transitivity tasks can serve as replacements for traditional seriation tasks in…

The contemporary world is international in character, and students must develop a global perspective. Presents three different listing activities on global topics for upper elementary and intermediate students. Listing techniques develop the cognitive skills of fluency, flexibility, originality, and higher-order rule making. (CS)

Stresses the development of complex cognitive processes during adolescence and sees the challenge of the curriculum in the question of greater match between the learner's cognitive level and the material to learned. (JOW)

Presents a picture of future reading instruction conducted instantly through "brain language" and special devices. (FL)

Recognizes and praises the research of Margaret Donaldson for what it reveals about children's thinking and highlights three central contributions of her work to the understanding of children's language learning. (HOD)

Suggested are activities that might stimulate cognitive thought in students and which can be performed both in school and at home. (EB)

Two experiments compare listening and reading comprehension of sentences which follow Minimum Distance Principle and investiagte effect of composition of an experimental presentation list on performance. Implications for assessment of development of language competence are discussed. (Author/HS)

Tries to overcome deficiencies in devising and testing indices of syntax by synthesizing the insights of both American and English research and testing the syntactic aspect of Bernstein's elaborated and restricted codes with a large, systematically classified sample of Australian schoolchildren. (Author/RK)

Describes a study showing that mentally retarded children and mentally normal children do not differ fundamentally in cognitive development within the framework of a particular cognitive training. (Text is in French.) (AM)

Students were pretested, then 27 first graders were trained using a highly verbal procedure emphasizing class addition activities. On posttests, trained subjects significantly improved their class inclusion and number conservation scores, but no effects were found for substance conservation or transitivity. (DT)

Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)

Sensory thinking is the process of bringing experienced aspects of the child's world into his focal awareness, usually through a medium such as language. (Author/IRT)

American thought has contained a strong metaphysical bias favoring a realist interpretation of the world, and this has led to the assumption that facts possess ontological status, however, facts are segments of human experience and students must acquire conceptual tools for extracting factual data from experience. (JD)

Children at three age levels were administered Schutz and Keislar's word-span task using nouns, verbs and functors as stimuli. (Author/RM)