Explores the influences of text structure on students' conceptual change. Case studies were conducted and results showed that individuals used refutational text to change their alternative conceptions and acquire new concepts. Findings indicate that refutational text does cause cognitive conflict. While refutational text is effective for groups,…

Presents a broadly based theory of adolescent decision making including all the necessary components of the subject: cognitive development, social and psychological factors, and cultural and societal influences. This theory is then applied to the problem of preventing early pregnancy at an inner-city high school. Asserts that similar programs…

This article discusses using "PEPSI", a screening and programming method that evaluates the physical, emotional, philosophical, social, and intellectual levels of development in children with disabilities. The steps in the PEPSI screening process are described and a case study is provided. A chart depicting indicators in teaching respect for self…

Language awareness, integral to language education in Europe, now influences Canadian second-language programs. The General Language Education (GLE) Syllabus of the "National Core French Study" endeavors to foster language proficiency and tolerance of linguistic and cultural diversity and encourages students to develop their own learning…

Considers reasons for raising feminist children, how this concept might be operationalized, and what the correlates of such gender-flexible patterns might be. Results from longitudinal data involving 200 children suggest that variation exists in the degree to which even young children subscribe to stereotypes. These variations seem to relate to…

Examines the use of the garden as a metaphor for cultural diversity and respect for individual differences in children's literature. Identifies and discusses major concepts concerning culture and community in such books as "The Secret Garden"; "Miss Rumphius"; and others. Includes suggested extension activities. (MJP)

A theoretical model was examined linking early adolescent interpersonal relatedness and self-definition, autonomous and controlled regulation, and negative and positive life events. Findings indicated that self-criticism predicted less positive events, whereas efficacy predicted more positive events. Effects were fully mediated by absence and…

Examines the role of prior intention and knowledge in the comprehension of "forget" by young children. Results reveal that children initially have two interpretations of "forget": an unfilled desire and a state of not knowing. Discusses explanations for the late comprehension of "forget" in terms of representation of knowledge and intention,…

Parents (N=239) of preschool children with either a speech-language impairment, different disability, or no disability completed a survey of home literacy experiences. Significantly different activities and interactions with print were available to the children with speech-language impairments. Results suggest these children are exposed to print…

For 62 African American families, mothers' social network, family structure, home environment, mother-child interaction, child's temperament, and child's cognitive development were periodically assessed until children were 54 months old. Mothers with larger support networks were more responsive to their infants and provided more stimulating home…

Analyzes data from oral interviews with child learners of Japanese as a second language. Findings indicate that: tasks sensitive to students' understanding of critical syntactic structures and manageable for their cognitive level were effective; high-level students tried to produce more Japanese with more complexity; and phrase particle use was…

Argues that Piaget did not consider social factors to be important in his developmental theory and considers some of the practical educational implications of Piaget's social theory. Piaget's notion of the role of social factors is reviewed, and the educational implications of the cooperative context favoring operational development with reference…

Junior high students who were at risk of dropping out of school (n=45) were taught using the Cognitive-Based Instructional System (CBIS). Positive cognitive skills change occurred in 38%; there were discrepancies between dropout prediction test results and teacher perceptions of students at risk; CBIS implementation would require a significant…

Investigates the effects of a role-taking, action-learning program on the cognitive and ego development of African American rural high school students. Main effects were assessed in two related domains: concrete to abstract thinking, and self-concept development. Results indicate significant gains in both abstract thinking and ego stage. (RJM)

Reviews the career and contributions of N. A. Menchinskaia, from her tutelage under Vygotsky in the 1930s, to her emergence as one of the Soviet Union's preeminent educational psychologists. For over 50 years, Menchinskaia researched knowledge acquisition and cognitive development. Discusses her major theories and places them in the overall…