Compared attitudes toward changing sex roles held by varsity athletes (N=54) and nonathlete students (N=54). Participants completed either Form A or Form B of the Situational Attitude Scale Women-4. Findings indicated that male varsity athletes demonstrated significantly more negative attitudes toward nontraditional sex role behaviors. (RC)

Discusses the relationship between the person learning a foreign language, the methodology employed, and the environment using the paradigms of T. Parsons. Notes that the functional method has adapted some of these functions and suggests ways to incorporate the others. (AMH)

Recent research data contest Piaget's conclusion that preschool children are totally egocentric, incapable of taking different perspectives, and prevented from acting altruistically. Children are able to decenter when experiments enable children to use their knowledge of very basic human purposes, intentions, and interactions. (Author/DB)

The hypothesis investigated is that understanding of the long division algorithm requires a higher cognitive level than understanding of fundamental division concepts. Sixth-grade children were tested on performance and understanding of a given algorithm and concepts of division. (MP)

Explores the cognitive learning and anxiety that occurs in registered nurses in continuing education unit (CEU) contingent and CEU-noncontingent continuing education courses. It appears that in the absence of the expectation of an objective test, self-perception of learning is not a reliable indicator of the acquisition of knowledge. (CT)

Piaget's theory of cognitive developmental levels is criticized on the grounds that it blends empirical and philosophical issues of knowledge and, therefore, confuses genetic psychology and epistemology. (JN)

Provides evidence indicating a strong connection between a high level of ambient household noise and intellectual deficits at stages of infant development. Observers rated noise level from all household sources (stereos, appliances, etc.). Delays were found in sensorimotor development with high levels of noise. (Author/JN)

Tested the effectiveness of a cognitive control approach in the treatment of special education learning handicapped children. Employed a pretest-posttest design, using a special education treatment group, a special education control group, and a regular class comparison group. The special education treatment group made significant gains. (Author)

Discusses the nature of wisdom and its function in the developmental process and how it differs from cognitive ability. Compares these two constructs with respect to the domains of behavior they represent, the operational tasks used to assess them, and the relationship of logic and time in their development. (Author)

Uses the case study reported in "GYNS AT WRK" to illustrate the five stages of development that children go through in learning to spell. Explains what is involved in each stage and what a teacher can do to help. (FL)

Investigates the development of map-reading skills in kindergartners and second graders. The maps were read either inside or outside the space shown on the map and they were either aligned with the space or rotated 90 or 180 degrees. (Author/RH)

Examines the development of infants' ability to begin recognizing novel referents of common object names. In particular, the present experiment investigated the development of 12- to 20-month-old infants' ability to infer that an unfamiliar but categorically related object can be designated by a newly learned name for the object class. (Author/RH)

Data on the conservation of discontinuous quantity are analyzed according to two different criteria: judgment only and judgment plus explanation. The results are discussed in terms of Piagetian theory and particularly of the assumption that language development is a consequence, and not a cause, of cognitive development. (Author/KC)

Discusses the findings of 13 sequential studies done by Project Zero on children's sensitivity to artistic styles. Research indicated that there is a developmental sequence in artistic perception. Young children could learn to identify artistic styles but often had difficulty connecting the original paintings with small reproductions used in…

The perspective of the child as an active problem solver is promoted. Three theoretical orientations consistent with this perspective are presented, and the value of conceptualizing treatment change in the context of developmental change is stressed. (Author/GK)