To assess Feuerstein's Learning Potential Assessment Device's (LPAD) ability to identify deficient cognitive functions, Raven's Standard Progressive Matrices were administered to 176 elementary/junior high students--25 percent were rescored--and 12 complete LPAD reports from a university educational clinic were reanalyzed. Correlations were…

Reviews a study's findings on children's (N=267) knowledge, attitudes, and behaviors toward animals and natural habitats. Research results indicate that existence of three stages in the development of children's perceptions of animals. Major differences in age, sex, ethnicity and urban/rural residence were also noted. (ML)

Considers the divergent paths taken by research in cognitive development and research in social-emotional development, arguing that studies of socialization need to become more developmental. Discusses meanings of development that may affect the socialization process. (Author/CI)

A survey of over 300 10-year-olds belonging to the four major Israeli religious groups revealed differences in the degree to which children of different religions had internalized the Western scientific concept of death. It appears that the concept of death in childhood develops as a cognitive process influenced by environmental factors. (KH)

Studies the language and visuo-spatial skills of preschool children with past histories of lead poisoning. Suggests that specific behavioral sequelae exhibited by such children may be predicted by the factor of their age at the time of lead ingestion. (AS)

Results of two studies suggested that acquisition of route mapping during the preschool years provides a means of organizing spatial information and internal representations necessary for successful problem solving in general. (Author/RH)

Undeclared majors, like declared majors, are at various levels of maturity, and the development and implementation of advising strategies must incorporate these levels and the students' perspective. An integrated model of college student development applied to the undeclared major is presented. (Author/MLW)

Discusses issues making developmental studies of forgetting difficult to interpret: (1) stages-of-learning confounds, (2) failure to separate forgetting from performance factors operating on retention tests, and (3) failure to disentangle contributions of storage-based and retrieval-based forgetting to retention test performance. A paradigm and…

The interview-about-instances technique was used to investigate the conceptual frameworks that 17 Form Four Southeast Asian students held about forces acting on an object at rest or in motion. Results show a number of alternate frameworks which are similar to those found in research conducted in western countries. (Author/JN)

Tested whether or not cognitive development (as measured by mental capacity) and cognitive style (as measured by field-dependence/independence) are different dimensions. Results are discussed with regard to Pascual-Leone's model of cognitive development, relevance to stylistic dimension of reflection/impulsivity, and educational implications.…

Nine experiments were conducted to test the hypothesis that short-term memory and information processing share a common pool of scarce resources. (LMO)

Examines four somewhat arbitrary and overlapping themes from the literature in adult and teacher development: life span development, stage development, career development, and teacher development. (HOD)

The research described here shows how the behavior of working-class children in the reception class can be influenced by their preschool experiences. The findings show the greater gains made by the nursery children in several important areas and have implications for the future development of preschool provision. (CT)

Investigated the reasons children (ages three through eight) give in supplication situations. Findings clearly demonstrate the development of reason-giving strategies in children. (PD)

On tasks involving assessement of the heights of colored sticks, kindergarten, third-grade, and adult subjects were successful on inferences involving only equalities or only inequalities across various conditions and procedures. A dramatic developmental increase in performance was found on inferences based on the combination of equality and…