Compares and contrasts the abilities of normal and learning disabled students to abstract spelling patterns in the course of their acquisition of spelling skills. The performance of the learning disabled was significantly below that of the normal students. In addition, error analysis indicates that the responses of the learning disabled spellers…

Describes a study that determines if an interrelationship exists between cognitive level, gestural development, and spoken English development in five hearing-impaired preschool children. Results suggest that a deaf child's cognitive development may be related to his/her communicative ability, especially in terms of pragmatic-semantic…

This study assessed the effects of learning computer programing on children's cognitive style, metacognitive ability, cognitive development, and ability to describe directions. Eighteen children (age six) received one of two 12-week treatments: LOGO computer programing or computer-assisted instruction. Results indicated programing may influence…

The article examines the characteristics of students with both learning disabilities and giftedness. Typical traits of this population are considered in terms of measured IQ, academic achievement, cognitive skills, interests, creativity, personality, and learning styles. (CL)

To examine the development of sex-role stereotyping in Malaysia, 80 children were tested with the Sex Stereotype Measurement II. Results revealed that stereotyping increases with age, that the male stereotype is more easily recognized than the female, and that boys are more familiar with the male stereotype than are girls. (KH)

Describes development of theories of moral education, including those of William McGuffy, John Dewey, Jean Piaget, and Lawrence Kohlberg. Illustrates relationship of Kohlberg's stages of moral maturity to Piaget's stages of cognitive development. Notes criticisms of Kohlberg's theory, and describes alternatives including behavior modification and…

Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students (N=391) in grades 6, 8, 10, and 12. Argues that successful qualitative reasoning arises as a consequence of equilibration and influences selection of course work and that specific instruction may initiate the equilibration process.…

Argues the need to use computers for developing active intelligence and dynamic knowledge (versus static copying). Also suggests utilizing computers to solve problems for which they are most appropriate and to assist personal development through "dissonance" (presenting challenges to each individual's equilibrium). (JBM)

A recent study in Baltimore shows that the inclusion of a structured cognitive skills program in the language arts curriculum significantly improved student verbal performance on the Scholastic Aptitude Test (SAT). (MD)

Reports on a study that examined the relationship between age and depth of response to poetry. (HOD)

Examines the role of organization in adults' processing of stories. Canonical stories were better recalled than noncanonical stories by all three age groups (young, middle-aged, and old adults), and a variety of measures indicated that older adults' recall was both quantitatively and qualitatively similar to that of young adults. (SL)

Cognitive levels of 48 university students enrolled in humanities were assessed by Piagetian tasks. Three formal abilities were measured: combinatory, probability, control of variables. Results were analyzed according to school training effect and content of tasks. (Author/MLW)

Discusses the significance of dramatic form in fostering children's cognitive and affective development. Examines the work of John Dewey, Susanne Langer, Nelson Goodman, Gavin Bolton, and Robert Witkin. (PD)

Canada's heritage language experience (in which a child learns the language belonging to his or her ethnocultural heritage) facilitates learning of the majority languages, benefits cognitive development and academic performance, and promotes positive ethnocultural attitudes. (CMG)

Comparisons of parent-child interaction and cognitive and social development among children of schizophrenic, depressed, and well mothers across early and middle childhood found differences less striking than expected. Greatest vulnerability consistently appeared among children of depressed mothers. (CMG)