An argument that Binet must be regarded as a major theoretician of functional intelligence and should be considered for what is regarded as classical intelligence theory is advanced. A discourse on Binet's theory, its intellectual context and the developments it fostered is given. (JL)

In order to demonstrate how online databases can be used to provide a picture of the state of research in a discipline, an online search was performed in PSYCHINFO to determine the frequency of publication of articles focusing on some aspect of cognitive development during 1976, 1978, and 1980 in six representative journals. (7 references)…

Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)

Historical views of play are summarized. Research on the role of childhood play in developmental and learning processes is reviewed. Implications from research and suggestions to promote a play environment are listed. (MT)

Studies children's inductive inferences in order to investigate the development of the expectation that members of a category share unforeseen properties. Results indicate that preschoolers drew more inferences based on category membership than on perceptual appearances. (PCB)

Although creativity courses in the academic community often are not taken seriously, they can and should be a transformational journey for the student, involving exciting but sometimes painful unlearning of old structures and development of new conceptual systems. (DB)

Kim (1985) found that both English-speaking and Korean-speaking children find true negative sentences more difficult to verify than false negative sentences. A closer examination of the findings reveals that the difficulty is greater among Korean-speaking children. (Author/RH)

Replies to Akiyama's critique, pointing out areas of agreement between the Kim and Akiyama studies and areas of disagreement. Concludes that, contrary to Akiyama's argument, the Kim (1985) data would not directly challenge the cognition primacy hypothesis in any serious manner. (RH)

Critiques an earlier article by M. Frauenglass and R. Diaz reporting their study on the interaction between private speech and cognition. Argues that their interpretation fails to regard how private speech is seen to regulate cognitive activity within Vygotskian psycholinguistic theory. (HOD)

David, who from September 1971 to February 1984 actively lived his life in a sterile isolator, was severely deprived of experience of the physical world. His difficulty with the concepts of space, depth, and size related clearly to his limited experience rather than to cognitive or visual-motor-perceptual deficits. (Author/CL)

Argues that a reevaluation of our views on the use of children as courtroom witnesses is needed because of the new attention being drawn to child abuse and recent research findings concerning cognitive development. Introduces a series of articles addressing these questions. (KH)

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…

When the "mantle of the expert" system of teaching is used in drama, the teacher assumes a fictional role which places the student in the position of being the expert. In this project, students were historians/anthropologists charged with the responsibility of creating a Bronze Age community. (MT)

Because of the close interrelationship among language, thinking, and the contexts in which learning takes place, many children experience difficulties when they enter school. This article discusses ways in which dramatic contexts can provide continuity between home and school by enabling children to take control of their thinking and language. (MT)

The study evaluated the metalinguistic awareness of words, syllables, and sounds of 15 language-disordered children (age three to six). Ss performed significantly poorer than controls (normally developing children) in dividing sentences and words. The language-disordered children also did not show the same level of responses to the word-awareness…