A theory of cognitive modifiability deals with the phenomenon of low cognitive performance, explains its etiology, and forms the basis for a remedial intervention--Instrumental Enrichment (IE)--that induces changes of a structural nature in adolescents. (Author)

Twenty activities which develop gifted children's creativity; power of reasoning; and ability to analyze, synthesize, and evaluate are listed. (DB)

The study examined 30 schizophrenic and 30 nonpsychotic but disturbed children (all residents at a psychiatric center and all between 8 and 17 years old) for cognitive deficits in logical thinking, symbolic imagery, and conservation within the Piagetian theory of cognitive development. (Author/SBH)

Children at three levels of conceptual maturity were presented with six dilemmas in order to test the hypothesis that cognitive development predicts concrete behavioral choices whenever individuals are at least as complex as the moral alternatives confronting them. (Author/DB)

The ability of three- and four-year-old children to reason about the components of event sequences involving simple transformations was tested in two experiments. In Experiment I children saw picture "stories" of the form object, instrument, and transformed object, with one item deleted. In Experiment II only the instrument item was…

Discusses four types of adolescent hypocritical behavior: (1) pretending to be what one is not; (2) pretending not to be what one is; (3) talking negatively about peers in their absence and positively in their presence; (4) behaving and speaking in whatever manners are in one's interests. (Author/DB)

Seven-, ten- and seventeen-year-olds (N=72) in control and experimental conditions were used to test the role of metamemory and metamemory activation in the development of mnemonic performance. Metamemory was found to be a necessary condition for mnemonic performance. Developmental differences were found. (Author/DB)

Reports the results of pilot testing the use of a scale of cognitive clarity for beginning readers based on the writings of John Downing. (AEA)

Ledwidge's recent implication that cognitive behavior modification is "a step in the wrong direction" is examined and evaluated. Misconceptions about the alleged differences between cognitive and behavior therapists are noted, with particular emphasis on metaphysical dualism and dichotomous categorization. (Author/MP)

Provides an alternative conception of postconventional moral development which fits existing data on late adolescent and adult moral judgment better than Kohlberg's higher stage descriptions. Data is from a longitudinal study of 26 undergraduates at Harvard. (Author/SS)

Critically discusses the premise of Piagetian theory that cognition is based developmentally on sensorimotor coordination, exemplified in circular reactions. (Author/SS)

In his new book, Reuven Feuerstein explains the program he has developed to improve human ability to learn and to solve problems. (Author/MLF)

Encourages college writing teachers to promote composition as a way of learning and developing basic to all disciplines. (DD)

Indicates that object relative (O) clauses are learned after subject relative (S) clauses. Shows that children did not reliably comprehend O-clauses until nine years of age, two years after S-clauses. Suggests the need to attain a level of operational thought before O-clauses can be understood. (RL)