Presents several reconceptualizations of adult cognitive development and its relation to everyday problem solving. Argues that investigation of relations between adult cognitive development and everyday problem solving may be facilitated through causal modeling that includes task characteristics, social context, and personality and motivational…

Observations of supervisors with trainees on youth training programs showed that few learning skills were being developed. Six experimental training workshops were run; results indicated that supervisors who attended them showed a greater awareness of learning skills and how to develop them. (SK)

The effects of delay of information feedback interval (0 or 7 seconds), postinformation feedback interval (1, 8, or 15 seconds), difficulty (one or three variable irrelevant dimensions), and presence or absence of a tractor in the postinformation feedback interval were investigated with 240 junior high school children in a modified…

Administering of Kohlberg's adaptation of Pinard and Laurendeau's dream interview to 24 Hasidic boys aged 4 to 16 yielded data that failed to support the invariance of the process of emerging cognitive structures in the development of the dream concept and underscored the importance of cultural influences in affecting the sequence of cognitive…

The study was to determine when the patterns of causal evidence proposed by Orvis, Cunningham and Kelly (1975) begin to function as schemata in the attributional process. One hundred forty-four subjects took part in the study. (RH)

Reviews and synthesizes, within the broad framework of comparative cognition, several approaches to the study of human memory, including ontogenetic, cultural/sociohistorical, and clinical research. Asserts that future research on comparative memory development must focus on the flexible and adaptive use of memory skills to meet purposes…

Eleven response types were identified and shown to form both a developmental and a hierarchical sequence of comparison and integration operations. An age-related progression in response abstractness was also found and a significant interrelation of response abstractness with response type was demonstrated. (RH)

The distinction between competence and performance models in psycholinguistics is used to analyze current theory and research strategies in the study of cognitive development. The analysis is used to argue for the construction of performance models of cognitive skills which do not reify the elements of competence models. (Author/SS)

Early and late formal-operational adolescents having similar ages and IQs were presented tasks to assess their use of organizational memory strategies: multitrial free recall of unrelated and categorized words and a sorting task followed by free recall of the sorted words. (Author/SS)

Four experiments examined the processes underlying children's understanding of desire and assessed whether young children's difficulty with false belief could be explained by desire's dominance over belief. Findings indicated that for 3-year-olds, there was no correspondence between desire and belief, suggesting that desire cannot explain their…

Reviews two books by L. S. Vygotsky and A. R. Luria: (1) "Studies on the History of Behavior: Ape, Primitive, and Child"; and (2) "Ape, Primitive Man and Child: Essays in the History of Behavior." Both books are based on a book published in 1930 that examined the phylogenetic, historical, and ontogenetic development of human…

Three experiments involving children and adults investigated age differences in repetition priming effects as contrasted with explicit recall and recognition. Findings showed that recall increased with age, but priming effects did not differ with age. Results suggest that implicit memory is insensitive to age differences and to encoding and delay…