Provides clarification of the Piagetian theory of the development of conservation and reviews the state of knowledge regarding the theory. It is concluded that reasonable evidence exists suggesting that conservation by identity precedes and induces the emergence of conservation by inversion and compensation. (Author/DB)

Describes the development of cognitive structure in adolescence as establishing isomorphism between subject and environment. Identifies two dimensions of stages in the development of individuals'"work structure," i.e., the network of relations existing between the individual and his work.

A sex-related difference, favoring boys, was found on initial performance of two samples (one British, one American) of 10- and 11-year-old children on tasks involving volume and density. After classroom instruction that included opportunities for interaction with appropriate materials, both sexes performed at higher levels but differences…

Examines the Piagetian levels of cognitive development, levels of creativity, and the correlational relationship between levels of cognitive development and creativity among biology students (N=90) from two diverse high schools, one urban and one rural. (CS)

Portions of interviews with children who are engaged in a problem solving activity are presented. The problem used is an "eel question" taken from the work of Piaget. The verbal responses of children are seen as a part of effective teaching, and this method of assessment is encouraged. (MP)

Outlines seven stages of the reflective judgment model of intellectual development. Discusses implications of the model for effective career counseling of college students. Explores the theory's career counseling implications for two of the stages. (RC)

This article discusses the critical developmental factors in the modeling of motor skills and suggests practical implications for teachers of young children. Major factors for successful modeling involve the students' cognitive-developmental level and the students' motivational orientation. CJ)

A study was done to determine the relationship between the cognitive profiles of children and the cognitive profiles of their mothers. Results indicate that the child's cognitive behavior at age six and under is similar to the mother's. However, as the child attends school and maternal influence lessens, the child's cognitive profile begins to…

Studying the validity of the Developmental Indicators for the Assessment of Learning (DIAL), 53 kindergartners took the DIAL before school entrance and then had their Slosson Intelligence Test scores and Metropolitan Readiness Tests monitored for the school year. Preschool screening programs and their relation to the DIAL are discussed. (CE)

Social-matching problems were verbally presented to children either with or without concrete models. In each condition, information was provided which was sufficient, superfluous, or irrelevant. Problems containing only irrelevant information were the most difficult, although models enhanced the performance of younger children but depressed the…

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

Discusses the use of the clinical interview in assessing cognitive structure and in investigating conceptual change. They caution much more work is needed to increase the applicability and validity of the clinical interview method and point out that there is a lack of systematization in the analysis of interview transcripts. (Author/PB)

Students (N=178) judged the adequacy of reasons presented in stage prototypic responses to moral dilemmas to provide a profile of the frequency and strength with which students rejected early stage reasons. Data indicated definite age trends in rejecting lower-stage reasoning. Higher-stage items produced no significant age differences. (RC)

Presents a study of the early vocabulary of young children, considering variables such as contextual flexibility, content, and composition of the lexicon in comprehension and production. Reports evidence for a relative independence between these two domains, and for an early version of the referential style observed at later stages of development.…

Discusses two related problems generated by Piaget's psychology of decentered knowing. Subjectivity, consciousness, and self-consciousness are ruled out; the dynamic transformation of society through history is reduced to triviality. (Author/DB)