While being videotaped, ten second graders and ten fifth graders retold the story of "Beauty and the Beast" which was read twice to them during the preceding week. Responses were evaluated for content and accuracy. Results showed that younger children more accurately recalled the story and more frequently mentioned its resolution. Older children…

This paper attempts to find some similiarities among different theories of moral development, presenting a literature review of research and a comparative analysis of results on three questions. The questions considered are: (1) What is the role of cognitive competence in moral development and what optimizes the cognitive aspects of moral growth?…

In this study, representational thought, which involves the child's ability to function in terms of nonpresent reality, is viewed within a cognitive-developmental framework. To see if disadvantaged children would function in the same way as advantaged children on tasks which required representational thought rather than verbalization, children…

This study was initiated to make a preliminary evaluation of the effects of Montessori education when children continued with the same method in public schools that they experienced in prekindergarten. Subjects were 72 black 5- and 6-year-olds from lower-middle and lower economic class families. There were two experimental classes in nongraded…

Two experiments were performed to evaluate the effects of modeling and small group activities on language and cognitive change in samples of young, low socio-economic status (SES) children. Experiment I involved children attending two preschool centers for aid to dependent children. Experiment II took place in the context of a research preschool…

The ability to analyze a word into its component sounds is prerequisite to a child's learning of letter-sound correspondences and therefore to his learning to read. As prereaders do not typically master the ability to analyze a work into its component sounds, techniques must be developed to teach them this skill. Most procedures which have been…

Hebrew-English bilingual children, monolingual English children, and Hebrew monolingual children ranging in age from 5 to 8 years were tested for flexibility in syntactic rule usage, symbol substitution, semantic knowledge, and nonverbal system understanding. (JMB)

Investigates some of the following characteristics associated with young children playing with imaginary play companions (IPCs): intelligence, parental and socioeconomic and educational background, family size, and birth order. Compares these children to those without IPCs. (HOD)

Discusses the current approaches to interlanguage syntax, focusing on the goal of finding consistency and pattern in syntactic variation. Some themes contributing to descriptive approaches include: the transition from morphosyntax acquisition studies to those of more complex syntax, the emergence of syntax from discourse, explicitness, and the…

There is little definitive research to support coeducational grouping as the optimal grouping pattern for first grade boys and girls. (Authors)

Authors interpret the evidence from the three experiments to mean that highly cognitively structured small-group activities have positive effects upon cognitive development, at least for a relatively short period of time. (Authors)

Analyzes cognitive developmental changes in the use of a convention for measurement among New Guinea's Oksapmin people. A total of 103 individuals (including unschooled children, unschooled adults, second-grade children, and sixth-grade adolescents) were administered three types of tasks assessing ability to compare lengths. (Author/RH)

Examines the communicative functions served by the lexical usage of normal and language impaired children whose speech was limited to single word utterances. (EKN)

Studied the social judgments of children aged 10-15 in Trinidad and in Canada. Ten-year-olds assigned significantly more persons to the positive poles of dimensions. Mid-adolescents applied positive poles of dimensions to persons approximately 62 percent of the time. Discussed findings in terms of developmental implications. (Author/RC)