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…

Examines research in folkbiology (commonsense understandings of plants and animals) to argue that several lines of comparative research are needed to understand the acquisition of folkbiology in particular and conceptual development in general. Asserts that comparisons are needed between children and adults within a given society, between adult…

Reviews studies of cognitive development of high school students in small rural schools. Finds that while research clearly shows that students in small rural schools may not be as intellectually developed as students in large schools, little research has been done to identify possible causes for this difference. (BRR)

Discusses some general-causal assumptions of current neo-Piagetian research and compares them with those of French European developmentalists with regard to individual differences, developmental stages, and methodology. Discusses the developmental unfolding of mental attentional mechanisms. Highlights developmental theory problems for the…

Research conducted in the United States and Canada on the effects of group care outside of family settings for 20 or more hours per week on a regular basis shows few differences between day care and home reared children on four major variables: attachment, social interactions, cognitive development, and physical health. Of nine studies of…

More than 1,600 middle school students, including an experimental group exposed to the Biological Science Curriculum Study (BSCS), were administered the Modified Nature of Scientific Knowledge Scale. Results indicate that the students utilizing the traditional science curriculum possessed a significantly better understanding of the testable nature…