The essence of this article is that those students whose cognitive abilities have been developed by classroom activities and testing procedures are those students who have been taught to think critically. (Author)

Suggests that childrens' responses to traditional methods of teaching literature are a function of their developmental status, which parallels their preference for particular types of jokes. (KS)

An account of studies conducted by author and others concerning Piaget's view of object concept development in infants. (HS)

The fact that males outperform females on specific spatial tests is not generally disputed, but the explanations for these differences are controversial. This paper highlights unresolved issues, such as definitions of space and measurement of abilities, and illustrates problems of interpretation of research regarding sex differences. (Author/HS)

The influence of language and familiarity with clay upon performance of traditional tasks involving conservation of quantity and weight was examined. Children from a village in which all the women are potters did not perform differently from their peers in a neighboring village on any task. (MS)

Investigates performance of the highly constrained Hallowe'en "trick or treat" routine in 115 children from 2 to 16 years of age. Changes in competence and role of parental input are examined in relation to cognitive and social factors. (Author/RM)

Compares infants' performance based on chronological age as opposed to conceptual age. The Bayley Mental Scales were used to test 20 premature experimental infants and 20 full-term control infants. Results demonstrated that an infant's performance must be judged on the basis of conceptual rather than chronological age. (MS)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

To investigate developmental differences in time-sharing performance, 60 boys, 20 in each of three age groups (7-, 10-, and 13-year-olds) performed an auditory matching task and a tracking task alone and concurrently, the latter under two sets of instructions. (Author/JH)

Summary scores for behaviors rated on Bayley's Infant Behavior Record were obtained by summing sequential ratings for same-sex twins participating in a longitudinal study. Composite scores were calculated for two behavioral clusters - one composed of behaviors related to primary cognitions and the other of behaviors related to extraversion.…

Children, ages 7-8 and 11-12, were asked to represent pairs of nouns in memory as a single interactive image, as two separate images, or by a control procedure; and then were tested either by cued or noncued recall. Results were interpreted as supporting an imagery-organization hypothesis. (Author/SB)

This paper presents the results of a study of the structural development of young students' drawings of arrays, and in particular, the significance of using lines instead of drawing individual squares. Students' array drawings were classified on basis of numerical properties, and perceived structural similarities that reflected the spatial…

This ERIC Digest concerns the constructed knowledge (also called nave knowledge or prior conceptions) held by students and the changes required to alter students' framework to understand and believe the true science concepts involved. This process is called conceptual change. Theoretical framework of conceptual change, what exactly is conceptual…

Early home learning environments are the result of interactions between the developing child and the opportunity structures provided by the family. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth, this study examines the influence of…