To determine the impact of child abuse on the developmental functioning of infants, 30 cases of physically abused children (2 to 29.8 months old) were compared to a reference group of 30 nonabused children. (Author/SBH)

In response to the previous article, Whitehurst defends his article on imitation; it is different from Beilin's structural terms, and significant because much is known about imitation. Zimmerman challenges Beilin's interpretation of Piaget's structural assumptions. Brody maintains that children's qualitative changes in moral reasoning are best…

Questions concerning probability which appeared on the General Certificate of Education test are analyzed in terms of the processes required to answer them. The relationships between these processes and cognitive development are discussed. (SD)

A unit analysis approach, advocated by science teachers, teaching students to solve proportions, is described. (JT)

Compares results in organic chemistry during the first year in a polytechnic school with a separate survey of sixth-form achievement. The findings are discussed in terms of the implications for post-A-level chemistry, the debate on chemical nomenclature, and the application of Piagetian concepts to chemistry courses. (Author/CP)

Reviews the conditions that encourage students to involve themselves in thinking and learning how to think while learning the facts, concepts, and relationships of the business discipline. (Editor)

The author cites a 1939 study by H. Skeels and H. Dye in which the IQs of retarded infants in orphanages were increased after exposure to substitute mothering, and reviews current behavior modification research to support the contention that intelligence can be increased. (CL)

Investigated was the relationship between medical diagnosis and intelligence scores in 282 mentally retarded children under 7 years old. (CL)

In an attempt to clarify the role of nonlinguistic preferences in children's responses to the words more and less, children 3-4 years of age were administered three tasks. (Author/SB)

Cross-lagged correlational analyses and multiple-regression analyses of the data collected in these two studies supports the causal model that, while intentionality and internality both emerge when a common cognitive construct develops, heightened internality also significantly enhances a child's ability to learn intentionality. (Author/JMB)

Developmental changes in a variety of cognitive processes as a function of age and schooling were examined in 160 rural Guatemalan children aged 5, 7, 9 and 11 years. (BD)

Presents a study of the development of self-recognition in infants from 6 to 24 months of age. The development of self-recognition is compared to the development of object permanence. (BD)

Four tasks which are frequently used to evaluate adolescent reasoning skill: (1) the pendulum task; (2) the ramp problem; (3) the cart experiment; and (4) the invisible magnetism experiment are analyzed to determine the Piagetian concepts that each measures. (CP)

Describes a remedial physics laboratory course for students operating at the concrete Piagetian level of cognitive development. (SL)