The paper describes ways in which tools, or aids, can promote the interaction of mentally retarded persons with their environment. A classification of these aids is proposed according to psychological characteristics (such as senses, intelligence, knowledge, decision making, and action) as well as types of interaction (such as comprehension,…

The purpose of this research was to examine 18- to 30-month-old children's use of scripts for representing common events. A script is defined as a model that specifies the roles and props appropriate to an event and identifies a sequence of acts for achieving the goal defined by the event. Two aspects of script knowledge were investigated: (1) the…

Forty-six elementary-aged, learning disabled students were rated by their teachers on a 23-item temperament questionnaire (TTQ) during the Fall and Spring of the academic year. Cognitive ability and achievement information (Woodcock-Johnson Psychoeducational Battery) were also collected during the first and last month of the school year. Posttest…

Develops a synthesis of stage thinking in the light of cognitive-developmental theory as it appears in the literature of both psychology and philosophy. (Author)

Authors attempted to get into value-oriented programs, to give the reader a general understanding of their basis and goals, in addition to considering their practical applicability in the classroom. (Author/RK)

Scores on a mental development scale were correlated for 8-month-old twins and other sibling pairs. Greater correlations were found between twins than sibling pairs. (ST)

Investigates the ability of 2-year-old children to pretend that one thing is another. Results indicate that when one thing is substituted for another, pretending varies as a function of the number of substitutions. (LLK)

Investigated the possibility that evidence of frequency discrimination might be found when the experimental procedures involved the conjugate reinforcement of nonnutritive sucking. (SDH)

This study was designed to assess the acquisition of conservation of number on equal addition tasks through scalogram analysis to determine if this analysis defines a scale or continuum. Ten block tasks administered to 85 kindergarten children validated Piaget's theory that cognitive development is sequential and continuous. (Author/ED)

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)

Paper presented at the Merrill-Palmer Institute on Research and Training of Infant Development (Detroit, Mich., Feb. 15-17, 1968).

Paper presented at the Merrill-Palmer Institute on Research and Training of Infant Development (Detroit, Mich., Feb. 15-17, 1968).