Childhood physical abuse, sexual abuse, and neglect have both immediate and long-term effects. Different types of abuse have a range of consequences for a childs later physical and psychological well-being, cognitive development, and behavior. This article discusses what is known about the long-term consequences of childhood victimization and the…

"Zero to Three" is a single focus bulletin of the National Center for Infants, Toddlers, and Families providing insight from multiple disciplines on the development of infants, toddlers, and their families. Noting that knowledge of childrens musical experiences in context is central to understanding childrens lives, and that reciprocally,…

Noting that the previous two decades have seen Lev Vygotsky's psychology become highly influential while the psychology of other theoretical giants has faded, this book provides a major intellectual biography about Vygotsky's theories and their relationship to twentieth-century Russian and Western intellectual culture. The book traces Vygotsky's…

This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. The book contains 3 parts with 10 chapters. Part 1, "The Call for Constructivism," includes (1) "Honoring the Learning Process," (2) "Considering the Possibilities," and (3) "Coming to Know One's…

In these politically charged times of early literacy initiatives, position statements, and education reform, talk about play and literacy learning seems rather awkward, if not even a bit silly. As the realities of early literacy education set in, teachers, legislators, and parents grow ever more critical of what young children are doing as…

A cross-sectional study examined age differences in children's conceptions of early U.S. history. Students in grades 2, 3, 6, and 8 (n=281) were asked to respond to a question about how the United States became a country. Their essays show significant changes with age. Older students were more likely to include errors of historical fact in their…

Ethical development was investigated in a cross-cultural context by examining both the cognitive structure of ethical reasoning and the content of perceived moral norms in black Carib boys of British Honduras in the framework of stage theory. (Author/JM)

Synpractic and social language, differentation, categorization, and constructive alternativism can be encouraged through instruction in creative dramatics. (CH)

Reports the results of a study that indicate that junior and senior high school science students are penalized (by receiving lower grades) for not being able to think at the formal operational level. Outlines some methods that may be used to facilitate growth in cognitive development of students. (JR)

Tests the hypothesis that teachers can learn about and use a psychological curriculum without extensive prior study of psychology, and that students will show gain in depth of self-perception and higher levels of psychological maturity. (Author/RP)

After attending a rural compensatory preschool for 5 half days a week over 1 year, Australian aboriginal and white disadvantaged children, 5 to 6 years of age, showed substantial gains on tests of vocabulary, auditory association, grammtic closure, and operational thinking, and were later assessed in a followup study. (Author/MC)

An overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development. (Author)

Preschool children in a free-play situation experienced one of two training sequences: saying then doing, or doing then saying. The effect of training on the development of a correspondence between children's verbal and nonverbal behaviors was examined. The say-do sequence produced higher levels of correspondence. (ST)

Ten- and 11-year-old boys and girls were taught to solve Inhelder and Piaget's pendulum problem and the results of the experiment replicated their expectation that unaided 10- and 11-year-olds do not often solve the pendulum problem. (Editor/RK)