Reevaluates literature on the development of transitive inference in light of theoretical and methodological criticisms, and examines two aspects of the Piagetian account of the development of this cognitive ability. Criticism leveled is based on the observations that ability to make transitive inferences is not age-related and that children and…

Types of hyperactivity were studied using data from the general population epidemiological study of 10- and 11-year-old children on the Isle of Wight followed up when 14-15 years old. The findings indicated different outcomes for various types of hyperactivity and the importance of identifying the type of hyperactivity. (Author/DB)

Compares the suitability of two kinds of history curricula for the varying levels of cognitive development of 9- to 11-year-olds. Fifteen British students studied the Victorian Era using transcripts of original documents, while 15 classmates used standard textbooks. The documents seemed to give students greater awareness of the evidence sources.…

Compared various cognitive treatment approaches for ameliorating the difficulties of hyperactive children on tasks requiring sustained vigilance and accuracy. Differential training techniques comparing training in attention to inhibitory control indicated that a combination of attentional and inhibitory control strategies was most efficacious in…

Used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development in first grade, to school achievement in fourth grade. Results indicated variables used to predict achievement differed between the sexes, and sex as a predictor variable depended upon area of achievement studying.…

Examined the adequacy of the cognitive developmental stage hypothesis in accounting for the development of children's friendship expectations. It was concluded that cognitive-developmental stages may be of limited value in predicting the development of friendship expectation unless only broad age changes are sought. (Author/RH)

To determine whether cooperative learning methods could be used to replace traditional methods, the simultaneous use of three student team learning methods with fourth and fifth grade students was evaluated. This involved students working in teams to master academic materials. Positive outcomes resulted from intensive use of these methods.…

The authors review a body of theory and accumulating evidence which suggests that critical study of the arts facilitates the development of cognitive skills, including those essential to reading. (Author/SJL)

Results indicated that different types of play environment strongly influence preschool children's types of social play and play group size. Differences in cognitive level and social egocentrism influenced the choice of play environment. (Author/DB)

The procedures used by first- and second-grade children in solving addition problems are investigated. The subjects were 56 pupils from a parochial school in Ithaca, New York. The data indicate that first graders add by counting, while second graders use both counting and noncounting methods. (MP)

Discusses the work of T. S. Kuhn and Sir Karl Popper. Current views on the nature of science and some current ideology of scientific education are also analyzed with regard to the views of science due to Kuhn and Popper. (HM)

Presents general directions on how the Swedish university physics curricula should be designed to meet future needs. How to improve the cooperation between industry and university is also discussed. (HM)

The New York State Experimental Prekindergarten Program, which operates in 52 school districts, is designed to reduce potential educational deficits of economically disadvantaged children. This article reports on the program's effects on cognitive functioning of children in their kindergarten years and discusses implications for educational…

Determines the number of factors measured by the Peabody Institute Achievement Test (PIAT) subtests and the extent to which subtests measured the factors found. Results indicate only two factors: word recognition, and school-related knowledge. Use of PIAT as a separate test in a battery containing the WISC-R is supported. (Author/BEF)

Investigated concurrent validity of the McCarthy Scales of Children's Abilities (MSCA) with Native American primary-grade children. Significantly low General Cognitive Index indicates that the MSCA with Native American children is not recommended for psychodiagnostic purposes. However, perceptual-performance and motor scales may provide useful…