The effects of two types of play experiences (constructive and dramatic) on 64 preschool children's perspective-taking performance were studied. (Author/MP)

Proposes that the whole notion of equating time in a classroom with the quality of education is a semantic fiction; describes three perspectives on the learning process in children that provide an alternative to the "fixed schedule" metaphor. (GT)

Elaborates on the cultivation hypothesis: that heavy television viewers incorporate biases present in television content into their own constructions of reality. Suggests that the integration of discrete television events into social reality beliefs requires cognitive skills not available to or unused by younger children. (JMF)

Argues that the real danger of the next decade is the technical form of thought and planning that is beginning to restrict English teaching, and the unwitting contributions English teachers make to the restriction of their own effectiveness. (DD)

Provides a rationale for teachers' use of reading for enjoyment as a means of developing reading ability and literature appreciation as opposed to a basic skills approach to teaching reading. (MKM)

Imperative and declarative performative behavior was examined in 20 nonretarded and 15 Down's syndrome children and adults (7 to 54 years old) operating at two stages of sensorimotor intelligence. In both groups, more advanced types of perfomative behavior were generally associated with a higher sensorimotor stage. (Author)

Mental abilities can be analyzed at four levels: composite tasks, subtasks, components, and metacomponents. Each level of analysis reveals something about the structure and content of mental abilities responsible for intelligent performance. (Author/WI)

Suggests that the development of cognitive tempo in educable mentally retarded children parallels that of non-handicapped children. (RL)

The majority of 63 elderly women were able to pass tests in the conservation of mass (98 percent), volume (100 percent), and surface area (65 percent). These results conflict with previous research about Piagetian abilities of elderly people. (RL)

Three levels of mathematical concepts and three theoretically corresponding levels of cognitive development were posited. Children's test results were consistent with predictions for each age group, leading to the conclusion that, for concept attainment at each level, a minimum information-processing capacity is a necessary, but not sufficient,…

Provides data incongruent with Piaget's idea of a concrete operational stage. Shows no clear-cut termination of preconceptual thinking and no simultaneous conceptual development in the three content areas (number, space, and time). (Author/RL)

Parents, especially those responsible for exceptional children, will often attempt to change their belief system dissonance. This dissonance can be changed by altering cognitions, modifying behaviors, or by avoiding dissonance-increasing situations. By being aware of these potential reactions to the parent conference, counselors can better handle…

Derives two models for conceptualizing figure similarities from Piaget's developmental theory of spatial reference systems. An experiment on a two alternative forced-choice similarity matching task revealed age differences in observer dependence among children and young adults. Concludes that some Euclidian space concepts are achieved as formal…

Reviews some major developments of particular relevance to teaching, specifically, Information Processing System (IPS), and developmental psychology. Discusses the quality of both, educational research and science teaching, and gives recommendations for improvement. (GA)

The mathematical solution to a Piagetian experiment involving topological concepts reported in a recent book is labeled as a sham. The correct solution is given and discussed. (MP)