Latent class analysis (LCA) has been successfully applied to tasks measuring higher cognitive functioning, suggesting the existence of distinct strategies used in such tasks. With LCA it became possible to classify post hoc. This important step forward in modeling and analyzing cognitive strategies is relevant to the overlapping waves model for…

The relationship between written words and their pronunciation varies considerably among different orthographic systems, and these variations have repercussions on learning to read. Children whose languages have deep orthographies must learn to pronounce larger units, such as rhymes, morphemes, or whole words, to achieve the correct pronunciation…

Reported here are the results of analyses to describe the patterns of identification and academic and developmental outcomes for children with disabilities, conducted as part of the 2004 National Assessment of the implementation of the Individuals with Disabilities Education Act (IDEA). This report provides background context for National…

Using data from the first 2 phases of the NICHD Study of Early Child Care, the authors examine the links between maternal employment in the first 12 months of life and cognitive, social, and emotional outcomes for children at age 3, at age 4.5, and in first grade. Drawing on theory and prior research from developmental psychology as well as…

A study of toy-play mapping by three-, four-, and five-year-old children demonstrates that children can clearly represent a cognitive map at the age of three. Mapping, therefore, is developmentally primitive and formal map learning can begin at the age of school entrance. (JH)

Thirty-seven middle-class white children, ages 5-8, were tested on eight Piagetian tasks and the Rorschach test, and divided into preoperational, transitional, and concrete operational groups. Measures of primary process vs. secondary process thinking were found to be related to the Piagetian stages of development. (GDC)

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Results of two experiments on kindergarten children in Japan indicate that young children can, and often do, apply personification as an analogy to animate objects to generate a reasonable prediction. It was also found that children try to constrain the personification by using additional knowledge. (PCB)

Findings indicate that infants can detect regularity in spatiotemporal series; will develop expectancies for events in the series; and will act on the basis of those expectancies even when their actions have no effect on the stimulus events. (PCB)

A new theory of energy forces developed in the U.S.S.R. seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. (Author)

Discusses Piaget's theory of child development. (JF)

Author discusses the importance and purpose of her course on child development that was given to young adults. (LF)

Examines ways to model the production function for cognitive achievement to capture theoretical notions that child development is a cumulative process involving family and school inputs and ability. Develops a modeling framework that accommodates several known estimating equations, discussing how to address data limitations and highlighting the…

Developmentalists have overlooked the problem of the real impermanence of things. Though the metaphor of impermanence is central to Piagetian and neo-nativist accounts of representation, the development of the understanding of impermanence is unstudied. This article proposes that the development of the concept of impermanence is distinct from the…