Six seven-year-old children were interviewed to investigate the quality of their solutions to whole-number tasks. Detailed analyses are provided of interviews with a girl who displayed an operative counting scheme (numerical extension) and a boy with a figurative counting scheme (intuitive extension). (MNS)

Some of the findings of a longitudinal study of three infants between their 11th and 22nd months to document development of linguistic expression of the agent concept indicated that first vocalizations were inconsistently associated with nonverbal agentive behaviors and later mature utterances coded agent-action-recipient events. (MC)

Young children found it difficult to verify negative statements, but found affirmative statements, affirmative questions, and negative questions equally easy to deal with. It is proposed that children acquire the answering system earlier than the verification system, and use answering to verify statements before acquiring the verification system.…

Studied how children (N=60) understand social interaction portrayed on television, and how their understanding changes with age. Results showed younger viewers structured televised content in terms of overt descriptive features, action, and literal repetition of dialogue; older children considered inferential aspects of social interaction and…

Investigated patterns of Bannatyne's recategorized Wechsler Intelligence Scale for Children (Revised) scores of Tlingit Indian Children (N=146) and investigated the proportions that exhibited a typically "Indian" pattern: Spatial > Sequential > Conceptual and Acquired Knowledge. Older children displayed an Indian pattern, but the…

Presents the results of an investigation of age trends in the development of ideational fluency among 7-to-12 year-olds in which verbal, figural, and Draw-a-Man tests were administered to school children in five groups at 1-year intervals between the ages of 7 and 12. A 13-item reference list is included. (Author/JL)

A model of curriculum and instruction that synthesizes several theories is presented. This curriculum and instruction model is placed within a broad epistemological-psychological framework that can help to guide theoreticians and practitioners in education. (CJ)

A nine-year-old's conception of fractions was compared with his knowledge of units. He had effective schemes for solving some partition problems but did not consistently use units of different sizes in interpreting fractions. His solutions to equivalence problems showed no coherent method of verification. (MNS)

The Home Observation for Measurement of the Environment Inventory and the Rheingold and Cook Checklist were respectively used to assess the home environments of children whose mothers were married/working, married/nonworking, or divorced/working. (Author/MP)

The author discusses major premises of a paper, by Sophie Haroutunian (Educational Theory, v30 n3), that relates Jean Piaget's conception of knowledge to his biological theory of equilibrium. Doll argues that Piaget's theory of equilibration (striving for control over the environment) is not sufficiently appreciated by Haroutunian. (PP)

Examined relationship between empathy and ego development to determine whether empathy is characteristic of higher levels of ego development. Subjects completed the Affective Sensitivity Scale and the Loevinger Sentence Completion Test. Analyses of scores indicated subjects at higher levels of ego development had higher empathy scores than those…

Discusses the RADAR technique--Read, Analogize, Discuss, Apply, Review/Research--and how it can be used in content area classrooms to teach concepts. (FL)

Asked older individuals (N=24) questions regarding which of their cognitive abilities have changed with age. Subjects' reports about memory corresponded with previous research, i.e., memory decreases with increasing age. For problem-solving abilities, subjects' reports did not correspond with research, i.e., abilities increased with age. Factors…

Evaluates the degree to which the social-referencing perspective provides a valid explanation of some features of infant behavior. (MP)

Reviews recent research on the developmental course of attentional processes, suggesting that more emphasis be given to understanding the basis of interference from irrelevant stimuli when it occurs. (Author/RH)