Twenty-one mentally retarded children (8- to 16-year-olds) were asked to make various types of comparisons between sets and subsets of objects. Results showed that they succeeded when the comparison involved numerically unequal subsets of objects within the same set. (Author)

Offers a discussion of contemporary theories of moral development, discussing both cognitive and affective positions and proposing an alternative third position as a resolution of the first two. The proposed alternative is based upon the model of the subject within communicative relations, whose life involves constructing reality through social…

It has been well established that all learning is developmental, and involves reorganization and continual reconstruction of complex structures that begin to develop at an early age. This theory can best be applied to instructional practice if cognitive development is conceptualized as a hierarchical process rather than as a continuum. (Author/GC)

The article is concerned with the alleged above average IQ of deaf children with deaf parents. Data are reported which show that, when the cognitive ability of such children (8 to 11 years old) is compared with that of genetically deaf children with hearing parents, no difference is evident. (Author)

The paper suggests the potential of intelligence theory in guiding the development of educational programs for the mentally retarded. (Author)

A teacher reports on class activities used to teach gifted seventh- and eighth-grade students the thinking skills of application, analysis, synthesis, and evaluation. (DB)

Thirty blind students (6-11 years old) were administreed a Piagetian task illustrating the shift from topological to projective and Euclidean representation of space. (Author/CL)

Outlines a life-span model which extends Piaget's theory of cognitive development to adulthood. (SS)

The relationship of Piagetian level of cognitive development to field-independence-dependence was examined in 20 school children aged 10-17, in northern Belize, Central America. (MP)

Examines the relationship between class inclusion and age and indicates that class inclusion frequently appears to develop at a much later age than is suggested in Piaget's writings. (Author/MP)

One hundred and thirty-two children were selected from kindergarten and fourth grade to serve as subjects in an experiment which investigated the effects of cognitive development and need states on altruistic behavior. (Author/DB)

Twenty-one male and 21 female adolescents were tested individually for conservation of mass, weight, and volume. (CM)

One-year-old middle-class infants (N=41) were observed in a free-play setting, administered 11 structured tasks to assess their persistence in mastering tasks, and given the Bayley Scales of Infant Development. As part of another study, home observations were available for 40 of the infants at age one and for 23 of the infants at six months of…

To investigate a cognitive-developmental explanation of attachments between grandparents and grandchildren, three groups of grandchildren (mean ages 4.6, 9.3 and 19.2 years) were studied. (Author/MP)

Argues that the simplification strategy of research is useful for understanding the basic cognitive processes that are necessary for mature performance in conservation, transitivity, moral judgment, causal inference, and other Piagetian tasks. (JMB)