The program activities, curriculum, and evaluation of the Pennsylvania Research in Infant Development and Education (PRIDE) Project are described in this report. The project is an educational effort to accelerate the development of children, 12-52 months of age, by providing developmentally enriching experiences in a controlled environment which…

In order to investigate the hypothesis that the conceptualization of sequence precedes that of simultaneity in child development, and to explore the use of elicited imitation in studying lexical acquisition, 32 subjects between 3 and 5 years of age were asked to verbally imitate a list of sentences. The constructions combined simple and reverse…

This study was designed (1) to determine differences in classificatory skills of low socioeconomic status children under intervention and non-intervention conditions; (2) to determine differences in classification skills of bilingual, biliterate, and monolingual students; and (3) to study differences in classificatory skills as a function of age.…

The purpose of the study was to describe ways in which disadvantaged children differ from their more advantaged peers in the areas of cognitive and affective developmental patterns, and to use this description to restructure curricular experiences for disadvantaged children. Five groups of approximately 30 preschool children each were tested three…

Exploratory research on some aspects of the cultural theory of education in concept development are reviewed and the research findings are outlined. Three hypotheses tested are 1) that children will have cultural mappings (systems of codes for perception and action) that differ from adults; 2) that children at different ages will show a…

Annotations of tests measuring motor development, cognitive growth, intelligence, mental health, social maturity, and concept attainment in infants from birth to 24 months of age are presented. Information is given concerning test purpose; intended groups; test subdivisions or tested skills, behaviors, or competencies; administration; scoring;…

The 1972-73 annotated bibliography of the Wisconsin Research and Development Center for Cognitive Learning is arranged by revised program components and completed projects in numerical order. Entries deal with learning strategies, child development, elementary math and science, reading skills, computer applications, individualized systems, and…

Discusses a study of students' conceptualizations and misconceptions of how objects sink and float. Results showed little difference in the levels of understanding of the "sink and float" concepts by groups ranging from primary age to college. As age increased, terminology used by students varied, and misuse of terms increased. (TW)

Proposes a framework for interpreting current research in science education. Presents four prototypes for describing research which are derived from comparisons and combinations of "spontaneous" and "formal" knowledge. Discusses possible applications of the use of the framework in science education. (TW)

Examines childrens' conceptual frameworks and, recognizing that they may be inaccurate, proposes such teaching strategies to aid students in modifying inadequate frameworks as: asking for ideas, listening respectfully, providing guided experiences, and encouraging discussion in non-threatening settings. Stresses learning as an active, thinking,…

Discusses psychological applications for science curriculum and instruction, addressing difficulty in learning science (Piagetian theory); meaningful learning (reformulation, application, making use of prior knowledge, learner involvement); value of practical work (acquisition of skills, enhancing learning, motivation); and affective aspects…

To measure the development of formal thought, as defined by Piaget and Peel, separate tests on judgment, creativity, concept formation and concept attainment were administered to 1,710 subjects, ages eight to adult. (CP)

Investigated the development among fourth-graders of two-dimensional space concepts within a mathematics unit on grids, coordinates, and rectangles. Found that students' knowledge of grid and coordinate systems related to levels of competence in number sense, spatial-geometric relationships, and the ability to discriminate and integrate the two…

This study reports a new analysis of data on children's ideas about direct current (DC) electrical circuits. The analysis is theoretically informed by Piagetian stage theory of genetic epistemology. The limits of the genetic epistemology are discussed. (KR)

Examines operations of generalization, identification, discrimination, and synthesis in mathematical concept development from early childhood to late adolescence according to Vygotsky's theory of development. (MDH)