Author argued that children can catch up on basic cognitive skills surprisingly late and calls for changes in educational practice to help them do it. (Editor/RK)

BASIC LINGUISTIC CAPACITY IS PRESENT EXTREMELY EARLY IN CHILDREN. TWO-YEAR-OLDS UNDERSTAND TRANSITIVE ACTIVE SENTENCES AND THREE-YEAR-OLDS UNDERSTAND MANY PASSIVE SENTENCES. OLDER CHILDREN (THREE-YEAR-OLDS) UNDERSTAND SOME SENTENCES LESS WELL THAN YOUNGER CHILDREN (TWO-YEAR-OLDS). THIS BRIEF DECREASE IN COMPREHENSION ABILITY IS DUE TO THE…

Lists symptoms of developmental difficulties and agencies that offer public services to exceptional children. (SB)

Small family size has a number of apparently positive effects on a child's intellectual development. Discusses trends in Scholastic Aptitude Test (SAT) scores which strongly parallel changes in American family size. Intelligence Quotient (IQ) scores also reflect family size and parent education level; larger families correlate with lower IQs. (DH)

Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)

Research established a moderate relation between toy availability and children's development throughout early childhood. Several aspects of psychological theory appear to describe part of the relation: cognitive developmental theory, relating learning and development, script theory, theories of intrinsic motivation, and theories relating play to…

Describes a preschool program designed to correct problems at an early level in order to avoid the need for remediation later on. (GB)

The purpose of the article is to examine the developmental theory of intelligence as it was dealt with by Piaget. (Author)

Investigated the criterion-related validity of the Minnesota Child Development Inventory (MCDI) for 30-month-old children (N=122). Results showed that MCDI scales correlated with cognitive but not motor development as measured by the McCarthy scales. The MCDI accurately identified children performing below normal in general cognitive development.…

Three children were observed in their homes approximately once a month for one year, from their 11th through 22nd month of life. Based on observation of the children's changing nonverbal behaviors, a five-level developmental sequence documenting the evolution of the cognitive notion of agent was developed. (Author)

Challenges assumptions made by Sigel that change is a measure of progress, that Piaget's theory was a major factor in the "cognitive revolution," and that cognitive psychology and behaviorism are necessarily opposing positions. (Author/RH)

Sigel replies that Kendler's reactions to his article appear more appropriate to psychology as a field rather than to developmental psychology, in particular, since the 1970s. (Author)