Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N=98) learning of exemplars characterized by commonalities in appearance or…

Two experiments were conducted to determine whether very young children have difficulty with dual representations when change in perspective has been eliminated, that is, the task no longer requires transfer between a traversable and surveyable array. In a preliminary experiment children 30 and 36 months of age attempted to transfer an action…

Background: Trials in developing countries suggest that improving young children's diet may benefit cognitive development. Whether dietary composition influences young children's cognition in developed countries is unclear. Although many studies have examined the relation between type of milk received in infancy and subsequent cognition, there has…

The aim of this study was to identify promising endophenotypes for intelligence in children and adolescents for future genetic studies in cognitive development. Based on the available set of endophenotypes for intelligence in adults, cognitive tasks were chosen covering the domains of working memory, processing speed, and selective attention. This…

The mechanisms underwriting our commonsense psychology, or "theory of mind", have been extensively investigated via reasoning tasks that require participants to "predict" the action of agents based on information about beliefs and desires. However, relatively few studies have investigated the processes contributing to a central component of…

The present study investigated event-based prospective memory in five age groups of preschoolers (i.e., 2-, 3-, 4-, 5-, and 6-year-olds). Applying a laboratory-controlled prospective memory procedure, the data showed that event-based prospective memory performance improves across the preschool years, at least between 3 and 6 years of age. However,…

This article focuses on the cognitive factors that impact on students in the middle school years experiencing learning difficulties in basic mathematics. It begins with a review of selected literature providing information about the learning difficulties in mathematics. Focus then shifts to an implementation of the "Quicksmart"…

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Attempts to refute Riegel's (1973) claim that Piaget's formal operations distort reality for the sake of logic. It is suggested that Piaget's figurative-operative distinction is dialectical and that Piaget's theory is valuable precisely for its resolution of how a person remains internally ordered while adapting to the external world. (JMB)

THIS STUDY DEALT WITH THE CONCEPT OF DEDUCTIVE LOGIC AND ITS USE BY ADOLESCENTS, AGES 10-18. TWO EMPIRICAL QUESTIONS OF CONCERN IN THIS STUDY WERE (1) THAT OF READINESS FOR MASTERY OF LOGIC AND (2) THAT OF THE NATURAL-CULTURAL DEVELOPMENT OF MASTERY OF LOGIC. TWO DEDUCTION TESTS WERE DEVELOPED, ONE FOR EACH OF THE TYPES OF LOGIC TREATED. THEY WERE…

The problem investigated was the relationship between cognitive category width and certain other cognitive and perceptual variables, with the intent of gaining additional insight into the effect which individual differences in cognitive conceptualization exert on certain other behaviors. Cognitive category width, defined as the score obtained on…

Corneal infrared photography was used to record the visual fixations of 24 infants (4-6 weeks and 10-12 weeks) exposed to simple geometric figures. The results are discussed in relation to developmental changes in responsiveness to visual figures and in increasing ability to process information. (JMB)

The author develops a model for adult cognitive development useful for providers of lifelong education. The model is based on a framework relating the receiving of information to gaining knowledge, leading to wisdom. (CH)

Studies children's inductive inferences in order to investigate the development of the expectation that members of a category share unforeseen properties. Results indicate that preschoolers drew more inferences based on category membership than on perceptual appearances. (PCB)

Critiques an earlier article by M. Frauenglass and R. Diaz reporting their study on the interaction between private speech and cognition. Argues that their interpretation fails to regard how private speech is seen to regulate cognitive activity within Vygotskian psycholinguistic theory. (HOD)