Examined oset and acquisition of language comprehension and production in a language delayed child through analysis of a daily diary. In addition to confirming that the gap between comprehension and production was greater than that found in normal children, data from these observations can also be used to add to a general understanding of the…

To assess the teachability of conditional logic structure, the commonly used syllogistic conditional reasoning task was divided into three main components: (1) inductive rule learning; (2) induction of conditional language; and (3) deductive interpretation. When trained on all components, fifth and seventh graders became very competent in dealing…

Summarizes three recent studies which found relationships between the quality of day care centers and children's development. Also describes the Early Childhood Environment Rating Scale and its effects when used by centers for self-evaluation. Discusses similar benefits of self-study resulting from the accreditation program of the National…

Criticizes Dorval and Eckerman (included in this issue) for their findings' lack of generality due to the artificial nature of the conversational groups studied. Also both age changes in the ability to plan large conversational units and the functions of particular kinds of turns within these larger units are left unexplored. (CB)

Examines the theoretical basis of suggestions that children's brain size and intelligence grow in periodic spurts and plateaus and that schooling should be planned accordingly. A "mock debate" presents excerpts from researchers holding conflicting viewpoints on this issue. (TE)

The introductory course has a variety of objectives for both students and the college, including recruitment and screening of majors, provision of prerequisite knowledge, explorations of learning, developing commitment to college, and cognitive development. Fostering these goals depends on the students, faculty, and classroom climate. (MSE)

Compared levels of formal operational thought of students tested before and after entering science programs. Results indicate considerable numbers of students at transitional levels on each occasion, low correlations between cognitive level and grades, and significant development in levels of cognitive thought during the National High School…

Reports on a study that investigated the nature of the relationship between reading ability and performance on intelligence tests. Reveals a number of findings. (FL)

Presents results of two case studies involving the acquisition of English in a natural environment, as well as the results of two judgment tests in which subjects were asked to judge the grammaticality of sentences containing both correctly and incorrectly used dative verbs. (SL)

Discusses problems encountered in reading of English by foreign students who are unaccustomed to English script. Considering two levels of reading, students having difficulties at one level will regress by reason of vertical decalage to a lower level of learning strategy. This is manifested by a more intent focus on individual letters if the pupil…

In this study of 40 fourth graders and two teachers, the influence teacher ideological differences have on how children learn to write during classroom lessons was investigated. Analysis of narrative compositions based on a picture sequence revealed significant differences between student compositions for an academic teacher and a…

Presents examples of how an understanding of Perry's theory of intellectual development can increase the faculty member's or student personnel worker's understanding of students and improve communication. The theory is translated into developmental clues based on student comments, which can be used for practitioner training. (JAC)

Sex differences in cognitive skills, grouped into motor, spatial and linguistic areas, are assessed in relation to current theories of cerebral lateralization. Few convincing sex differences exist, either overall, or in interactions with functional localization. Qualifying criteria include age, birth order, culture, sex of experimenter and sex…

Excerpts from the keynote address of the 1976 Association for Childhood Education International study conference. Argues for a concern for the whole child--his body, his mind and his feelings and for helping children develop in all these areas. (MS)

Argues that since 17 percent of a child's growth occurs between four and six, kindergarten programs should stress all aspects of child development; cognitive, social, affective and psychomotor, rather than being school readiness programs. (MS)