This profile of significant research findings comprises a framework for analyzing and synthesizing information on the cognitive development of children. The variables used to systematize the literature search were: perception; motor development; language; conceptual activity; and learning, memory, and problem solving. The findings are arranged…

A method for reading Piaget is presented in this guide, written for practicing teachers who want better understanding of Piaget's writings. An account of a Piagetian experiment is given, followed by a discussion of its theoretical and practical implications. Eight topics are explored: number, measurement, knots, perspectives, coordinates, floating…

The concepts "more" and "less" were analyzed into two meaning dimensions, "existence" (derived from children's early language) and "quantity," which were hypothesized to be developmentally related to acts of addition and subtraction. Two experiments tested two- and three-year-olds' comprehension of these concepts when initially equal or unequal…

This paper provides for the elementary school teacher an introduction to the problem of mathematics readiness. The first part outlines the four developmental stages as seen by Piaget, and the manner in which schemata develop through the process of assimilation and accommodation. The second part consists of seven Piagetian tasks which a teacher may…

Examines the effect of relevant group instruction on various children's developmental stages regarding the conception of space. (Author/GA)

Six groups of nursery schoolers, kindergarteners, and first graders balanced for sex were trained and tested on a series of discrimination learning and transposition problems. (Author)

This article traces changes in mathematics teaching, stresses the importance of mathematics in the lives of today's children, and gives some suggestions for new teaching methods. The applications and distortions of Piaget's learning theory as applied to mathematics instruction are also discussed. For journal availability, see SO 506 042. (JK)

Advocates the educational theories of David Ausubel as a basis on which to build science and mathematics curricula and instructional procedures. Offers interpretations of Piaget's conservation tasks in Ausubelian theory. (CP)

The influence of the ability to conserve length in the development of a size concept was investigated in males and females aged 4 years through 9 years. (GO)

There is a need to conduct more Piagetian research in the West Indies in order to develop a basis for a culturally appropriate curriculum. This article analyzes the performance of students in Trinidad and Tobago on Piagetian tasks. The majority of these children did not conform to Piaget's classification of stages. (VM)

Examines a general developmental hypothesis concerned with children's understanding of perceptual experience, memory, intentions, and emotions. It is hypothesized that young children view the mind as passive in relation to the external world and regard external events as determining subjective experience, whereas older children know many ways that…

Reviews the research literature on the abilities of infants to categorize visual information on dot patterns; schematic faces; hue; and orientation. (HOD)

Children in grades two and five explained such weather phenomena as wind, clouds, thunder, lightning, rain, snow, and rainbows during interviews. Results indicate that most students in both grades were at a stage of nonreligious finalism and do not use true causality in explanations. Implications for teaching are discussed. (DH)

Explores the relations among combinatorial capacities in language, symbolic play, blockbuilding, and nonsemantic action sequences within a sample of 18- to 24-month-old children, as well as assessing the developmental level of a selected subset of concepts. (HOD)