Experiment tested one explanation of lag effect in free recall by comparing hypothesized and observed changes in developmental lag functions. Suggests that lag paradigm might be used in assessing developmental differences in processing strategies as a more sensitive, general alternative to overt rehearsal techniques. (Author/HS)

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)

Studies by the late English psychologist Cyril Burt of IQ scores of separated twins strongly suggested that intelligence was inherited. A summary of recent research costs doubt upon the validity of Burt's work. (SL)

Recognition by infants, 13 and 22 weeks old, was tested by pairing novel stimuli with the familiarization stimulus at different points in an experimental session. Younger subjects showed no recognition of either two- or three- dimensional stimuli. Older subjects demonstrated more recognition in the three-dimensional condition. (MS)

Describes implications for early childhood education of Piaget's ideas about the child's concept of the world. Particular emphasis is given to the child's exploration of the real world. (HS)

Directions for eight games which help children learn relationships between numerals and groups they represent. (HS)

Human infants' discrimination of changes in internal and external elements of compound visual patterns was investigated in four experiments employing a familiarization-novelty paradigm in which visual reinforcing patterns were presented contingent upon rate of high-amplitude nonnutritive sucking. (Author/JH)

Literature about death can help children to understand and accept death; bibliographies are included for primary reading, intermediate reading, and adult to child reading. (DD)

In a visual memory task, two degrees of stimulus detail were compared to test Reese's hypothesis that stimulus detail would facilitate retention of paired associates for young children. Forty 4-year-olds and forty 5-year-olds were tested to assess reported trend that elaboration facilitates retention for older children. (JH)

Forty retarded children, a Low Mental Age (MA) Group (mean MA 3-3 years) and a High MA Group (mean MA 5-7 years) were trained on 120 different two-choice visual discrimination problems. Initial performance differences were interpreted as a differential preference for novel and familiar stimuli. (JH)

In this study 56 prekindergarten and 174 kindergarten children learned to choose either the card with more or the card with fewer elements in simultaneous discrimination problems. Learning was faster when the card with more elements was positive, particularly when a zero-element card was involved. (Author/SB)

Over recent years, various theories have arisen to explain and predict cognitive development in mathematics education. We focus on an underlying theme that recurs throughout such theories: a fundamental cycle of growth in the learning of specific concepts, which we frame within broader global theories of individual cognitive growth. Our purpose is…

Many educators may or may not be familiar with the term constructivism, but probably recognize it as something to do with learning. The main tenet of constructivist learning is that people construct their own understanding of the world and in turn, their own knowledge. This ERIC Digest examines the constructivist view of learning and how it…