This brief statement supports more research on the linguistic and cognitive abilities of animals, particularly primates, and sees direct applicability of such research to language learning by humans with mental retardation who have not learned to speak. (DB)

Preschoolers' event descriptions indicate that they are able to engage in displaced reference, use timeless verb forms, report optional and conditional relationships, appropriately sequence events, engage in temporal reversibility, and appropriately use a number of relational terms, all at a much younger age than has traditionally been believed…

Finds that, between five and seven years of age, the majority of healthy children in modern urban-industrial societies achieve an understanding of the irreversibility, nonfunctionality, and universality of death. Suggests reasons for ambiguous findings concerning the relationship between the acquisition of the concept of death and developmental…

Review of existing research on the general cognitive outcomes of Logo training concludes there is little data-based or empirical evidence on the effects of teaching Logo to children. It is suggested that current research on Logo should be more directly tied to outcomes related to learning a structured computer language. (MBR)

Argues that developmental psychology remains parochial in spite of increased cross-cultural developmental research. Reviews research and theories dealing with cognitive development in childhood and adolescence. Contributions outside Piagetian and Vygotskian traditions are outlined along with suggestions for further research on emotional…

Argues that Susan Sugarman's article in this issue contains some valid criticism of assumptions in developmental psychology, but that some of her conclusions regarding other assumptions need to be questioned. Suggests that many problems raised by Sugarman would disappear if developmental psychologists concentrated on children's early achievements…

Argues that there are significant ways in which neither Piaget nor his successors in developmental psychology have adequately described the child's mind and how it changes. Proposes alternative guidelines for research that aims more directly at identifying essential constituent features of the child's mental reality. (PCB)

This paper highlights the need for research on the motor, cognitive, and psychological development of children with congenital limb deficiencies. Issues reviewed include optimal age for prosthesis fitting, training procedures, prosthesis usage, cognitive deficits, and vulnerability to psychosocial problems. (Author/DB)

Reviews studies of cognitive development of high school students in small rural schools. Finds that while research clearly shows that students in small rural schools may not be as intellectually developed as students in large schools, little research has been done to identify possible causes for this difference. (BRR)

On the basis of two sets of videotaped observations collected on same-sex, same-age and mixed-age dyads composed of children 18 and/or 24 months old, issues concerning research on infants and toddlers are addressed. The first set of observations was a simple description of the structure and content of children's peer interaction during 15 minutes…

This paper describes the Measure of Epistemological Reflection (MER), an instrument to assess cognitive developmental level according to the Perry scheme of intellectual and ethical development. It contains sets of questions for each of the six cognitive domains: decision making, learner role, instructor role in the learning process, peer role in…

Describes study that investigated whether the use of LOGO accelerates cognitive development of five- and seven-year-old kindergarten students as measured by Piagetian-based tests of conservation of length, number, and ability to identify geometric shapes. Pretests and posttests are described and directions for future research are given.…

Describes instructional design as a high-level thinking process to provide more information on the way instructional design is learned and actually practiced. Topics discussed include cognitive psychology, design models, planning, schema theory, development of expertise, metacognition, problem solving, and implications for training and future…

A major focus in all areas of education today is the impact of education on students' ability to use higher order thinking skills. Understanding and improving the knowledge, cognitive abilities, and dispositions that guide, organize, and form effective action in the workplace, home, and community are significant problems for vocational education.…

Rhetoricians have shown both that any description of reality is inherently incomplete and that the only way to cope with this incompleteness is to continually search for more encompassing perspectives. What this says to organizational theorists is that critical approaches to the study of organizational communication should take a rightful place…