Analysis of data from the National Longitudinal Survey of Youth shows that long-term poverty has substantial influences on both cognitive ability and achievement, but time patterns differ. Childhood is a much more crucial period than adolescence for development of cognitive ability, but adolescent achievement is influenced more by adolescent…

Explores the central pragmatist and feminist philosophical assumption that knowers cannot be separated from what is known, that there is a dialectical relationship between social beings and ideas. Argues for embracing pluralistic and democratic commitments on epistemological and moral grounds. (KS)

Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply…

Describes the problems of a child who is academically underachieving and has problems making friends. Analysis of the problem was presented by three physicians. Emphasizes the role of pediatricians in working with schools to assess children's aptitude and emotional functioning. Concludes that more research is needed to define cost effective…

Distinguished experimentally between the learner's use of independent grapheme-phoneme correspondences and determined whether in the initial year of reading instruction sublexical relations can be formed. Results could not be given alternative explanations by the developmental bypass hypothesis nor by accounts which predict exclusive use of onset…

Investigated suppression of activation and retrieval paths to information stored in long-term memory. Subjects were 94 children in grades 1, 3, and 5. Found that the ability to intentionally inhibit the maintenance and recall of irrelevant information improves over the elementary years, and children are less able than adults to withhold production…

Three experiments examined kindergartners' and second graders' retention in the context of two distinctiveness manipulations, the von Restorff and bizarre imagery paradigms. Results showed that: older children retained more information from lists of pictures or interactive images over 3 weeks than younger; younger children failed to benefit from…

Discusses ways in which researchers have examined the role of social and emotional factors in cognitive functioning and development to uncover additional sources of variation to explain interindividual and intraindividual differences in cognitive development from within a Piagetian framework. Considers the implications of recent Francophone…

Offers a typology of emergent literacy skills, reviews research relating emergent literacy to reading, and reviews evidence linking emergent literacy environments and development of emergent literacy skills. Proposes that emergent literacy consists of inside-out skills and outside-in skills that are influential at different times during reading…

Highlights the strengths of the Halberstadt et al. contribution to the literature on social-emotional development. Discusses three issues relating to their model: (1) the inseparability of cognitive representation in both emotional and social functioning; (2) the role played by context; and (3) the significance of goals in any construct involving…

Examines the traditional place of play in contemporary early childhood programs in light of new directions in theory and curriculum, the push for educational outcomes, and perceived pressures of the global market economy. Maintains that a new focus on teaching through play may provide a way to reconcile demand for outcomes with a concern for…

Three experiments explored 5- and 7-month-olds' intermodal coordination of proprioceptive information produced by leg movements and visual movement information specifying these same motions. Results suggested that coordination of visual and proprioceptive inputs is constrained by infants' information processing of the displays and have…

Two experiments tracked infants' eye movements to examine use of word-initial information to understand fluent speech. Results indicated that 21- and 18-month-olds recognized partial words as quickly and reliably as whole words. Infants' productive vocabulary and reaction time were related to word recognition accuracy. Results show that…

Argues that the operating characteristics of perceiving and remembering provide a foundation for progress on detailing the processes through which knowledge is realized in real-time tasks and in detailing the processes of developmental change. Includes three examples to illustrate how forming developmental hypotheses in terms of perceiving and…

Describes The Lab School's (in Washington D.C.) use of the arts to provide nontraditional learners with new routes to learning. States that the arts give these special children a chance to express their creativity, feel good about themselves, and learn skills they cannot learn traditionally. Looks at art as salvation, diagnostic tool, and teacher.…