Experiments on the cognitive and perceptual development of three- to seven-year-old Soviet children are described, especially the work of L. A. Venger, N. N. Poddyakov, and D. B. El'Konin. Visual-action and visual-image thinking are illustrated. (GDC)

Space and shape, estimating and measuring, and number are viewed as the three strands of mathematics that come together as a child develops mathematically. Five cognitive/mathematical levels of development, labeled discrimination, order, application, operation, and estimation, are identified and discussed. (MP)

Investigates the cognitive functioning of 106 college freshmen using six paper-pencil Piagetian-based tasks. Results show that only 25 percent of the freshmen tested were reasoning at a formal level. (HM)

Investigates differences between adolescents and older adults in their explanations of linguistic metaphors. Adults displayed a synthesizing, integrative perspective, while adolescents displayed an analytic perspective in their explanation of metaphors. (Author/SS)

Describes and critiques a study conducted with boys eight- to fourteen-years-old to test whether intensionality (defined as supraordination) and maladjustment are related. Concludes that the boys tested may have been too young to have fully developed their supraordination abilities and that boys' ability or preference to make supraordinate…

Investigates the role of operative schemes in explaining older children's superior memory on past Piagetian memory tasks. Contrasts were made between the performance of normal v learning disabled grade school children, and between preschool children who either possessed or lacked seriation schemes. (Author/SS)

Two experiments were conducted to test the generalizability to children of a theory of analogical reasoning processes, originally proposed for adults, and to examine the development of analogical reasoning processes in terms of five proposed sources of cognitive development. (MP)

It is argued that a young child's perceptual skills form the basis for all future conceptual and mathematical learning. An experiment supports the argument. (MP)

Four studies tested the hypothesis that collection structures are easier than classes in numerical reasoning tasks. With perceptual input constant, the collection labels in contrast to the class labels promoted children's insight into certain numerical principles and facilitated the use of these principles in a variety of numerical tasks.…

Discusses a study designed to determine whether early reading instruction constitutes a positive factor in the cognitive development of children. The subjects for this study were 25 children in a nursery school in Macerata, Italy. (CFM)

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

Argues that "within the framework of certain cognitive approaches to achievement motivation, it seems possible to integrate the multiple contributions to achievement orientations of interest, cultural values, and social influence without appealing to widely divergent theoretical concepts or to complex and nonquantitative dependent measures."…

Offers an overview of the philosophies and influences that have underpinned research into the metacognitive abilities of young children during the last two decades. Discusses the implication of this research for current teaching practice, and offers concerns and suggestions for the future. (EV)

Uses clinical case studies showing autistic children's fascination with and understanding of machines, family studies focusing on occupations of fathers and grandfathers of children with autism or Asperger Syndrome, and experimental evidence using picture-sequencing methods to identify physical or intentional causality to show that children with…

Reviews the major literature on creative processes in children that should be predictive of adult creativity, focusing on affective processes and children's play. Describes Russ's (1993) model of affect and creativity, and cognitive processes, personality processes, and affective processes important in creativity. Discusses theories of play,…