A study was conducted to clarify a number of issues related to Piaget's theory of invariant sequantiality in child cognitive development. Ss were 143 middle-class white children of bright, average and retarded psychometric abilities (measured by performance on the Stanford-Binet Intelligence Test). Bright and average Ss were chronologically aged…

This report is the 2-year followup evaluation of a proposed 4-year grant, studying the effects of a sequential learning program on disadvantaged children. Four- and 5-year-olds (N=86) were matched on several developmental variables, with one group at each age entering the Learning to Learn Program at either the nursery or kindergarten level. The…