The geodesic dome concept was presented to 25 eighth graders through reading and a hands-on group assignment and to 25 via reading and lecture. Pre/posttest results showed that organized hands-on activities increased learning and retention of technological concepts. (SK)

Comparison of 2 totally blind, 2 visually impaired, and 9 normally sighted children (ages 5-8) on tasks of visual perspective taking found that the totally blind children were older than the other children when they mastered the tasks, made the highest percentage of errors before mastery, and made different errors. (Author/DB)

A sample of 75 area vocational-technical (AVT) students and 90 inmates in Oklahoma vo-tech skills centers completed tests in 3 occupational areas. AVT students had higher scores in word processing; inmates had significantly higher scores on the horticulture greenhouse worker test. No significant differences resulted for the automobile cluster. (SK)

The High/Scope curriculum differs radically from typical K-3 teacher-directed instruction in emphasizing the child as a self-initiating active learner. This curriculum differs from other child-centered curricula by using cognitive-development theory to stress problem-solving and independent thinking, rather than social development and…

Because developmental theories of Vygotsky, Piaget, and Bandura are far more complex than much of the empirical work based on them, researchers have concentrated on relatively narrow aspects of each man's ideas, in the process magnifying the differences between them. Nevertheless, basic differences do exist in each theorist's conceptualization of…

Agrees with proposition of Tudge and Winterhoff in the previous article that the differences between the developmental theories of Vygotsky, Piaget, and Bandura have been exaggerated over the last 30 years. Perceived differences that distinguished these theories in the early 1960s have diminished dramatically, due in part to the later work of the…

Two experiments assessed preschoolers' ability to understand pretend transformations. Subjects were two-, three-, and four-year-olds who viewed episodes in which either one or two similar props were altered in a pretend fashion. In both the single and double transformation, children demonstrated that they could keep track of the pretend…

The Bloomfield Hills (Michigan) Curriculum Development Model is designed to foster curriculum integration and community collaboration. Unique features include curriculum integration by linking discipline-based outcomes with broad, interdisciplinary "common learnings"; implementation of various curriculum integration models; compatibility…

This response to a critique (EC 609 161) of the authors' original paper (EC 609 160) on cognitive strategies in children with mental retardation answers specific points raised and makes explicit the theoretical issues underlying their work, including the strategy deficiency hypothesis of mental retardation, developmental issues in strategy…

The work of two theorists are compared by focusing on a limited number of central issues for a language-based theory of learning (LTL), including long-term goals and a genetic approach; language and social activity; appropriating culture; thinking in school; sociosemantic variation; enculturation; and intellectual consequences. The combined…

Children, ages 9 to 13 years, made judgments of proportion with a variety of graphical elements in 2 experiments. A characteristic pattern of over- and underestimation was observed; this pattern was also present, but previously unnoticed, in judgments made by adults. (MDM)

Examined effects of a reduced-scale play environment on the temporal aspects of complex play behavior. Children playing with playdough in a 7 x 5 x 5-foot structure began complex play more quickly, played in longer segments, and spent slightly more time in complex play than when in full-size conditions, suggesting that scale-reduced environments…

Describes research on memory in preschool children. Each child was studied for scene and list memory. Domain-specific and general knowledge were not found to be strongly related to memory performance. Object typicality did not have a strong effect on memory, but size did. (GH)

Reports on five experiments regarding the ability of children ranging from four to seven years of age to decide when they did not have enough information to select an unfamiliar named picture. Concludes that avoidance of the undecidable was the result of the children's difficulty in understanding undecidability. (GH)

Describes perspectives on the socialization of cognition and emotion and discusses limitations of these perspectives. Key findings from one field are used to extend work in the other, and are interpreted in the framework of Vygotsky's zone of proximal development. (Author/BB)