Investigation by researchers into television viewing indicates that cognitive learning is supported, that affective learning is affected both positively and negatively, and that social impact is yet to be conclusively determined. (Author/MJB)

Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)

Discusses the inadequacies of the linguistic development theory called cognitive determinism and suggests instead the linguistic input hypothesis. Concludes that it is not either cognitive development or linguistic input that determines linguistic growth, but an interaction between them. (RM)

Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)

Paper presented at the Summer Meeting of the Alexander Graham Bell Association for the Deaf held in Philadelphia, June 24-27, 1970. Discussed are concepts of curriculum development, cognitive development, and educational methods with implications for the handicapped. (CB)

Information obtained in this study involving 72 girls (6-, 9-, and 12-year-olds) documents the facilitating effect of forced verbalization at three age levels. (Author/WY)

Paper based on an MS degree submitted by Raymond R. Baird to the University of Washington.

A model of curriculum and instruction that synthesizes several theories is presented. This curriculum and instruction model is placed within a broad epistemological-psychological framework that can help to guide theoreticians and practitioners in education. (CJ)

The author presents information related to brain growth and intellectual capacity. Work on early adolescent (ages 10 to 15) brain growth, its effect on cognitive development, and the implications that such research has on the capacities of early adolescents to learn are discussed. (Editor/KC)

Reviews how emphasis on thought and feeling, cognition and affect have been balanced in early childhood education at various periods in the last half century. (Author/MP)

Used path analysis in two experiments to examine possibility that age difference in infants' long-term retention were artifacts of correlated differences in learning rates or learning opportunities. Found that developmental declines in forgetting rates between 12 and 18 months were independent of developmental differences in learning. Age…

Four studies examined 10- to 18-month-old infants' ability to detect and encode correlations among features in a motion event. Findings indicated that the youngest infants process static features in an event independently but do not process correlations among dynamic features; the oldest detect correlations between all three features when the…