Investigates the relative influence of speech and pointing gesture information in the interpretation of referential acts among children averaging three and five years of age and adults. (HOD)

Focuses on the role of temperament in early psychosocial interaction, specifically as it relates to infant-mother attachment. Also considers how temperament may influence the infant's cognitions, emotions, and behaviors and thus affect his or her adaptation to social events. (HOD)

Configural frequency analysis (CFA) is suggested as a technique for longitudinal research in developmental psychology. Stability and change in answers to multiple choice and yes-no item patterns obtained with repeated measurements are identified by CFA and illustrated by developmental analysis of an item from Gorham's Proverb Test. (Author/DWH)

A standardized open-ended interview was used to study how children, four to eight years of age, judge their own and their classmates' abilities. Self-ratings declined with grade, but peer ratings did not. Evaluation differences are discussed in terms of cognitive development and changes in the educational environment. (BS)

Discusses the economic, educational, and emotional challenges that must be faced by educators in schools and in business. The author examines each challenge and observes how it affects the primary educational goals needed in business education. (CT)

Determined: (1) if elementary education majors (N=91) from different levels of reasoning ability learned more science concepts under different grouping methods in an inquiry/learning cycle-based physical science class; and (2) if these students became able to reason more effectively under the different grouping methods. (JN)

Explains how a writing course with lyric poetry as its subject matter, when designed according to cognitivist principles, provides an environment in which students can grow as writers and also mature in their ability to respond to literature. (HOD)

Discusses the "Philosophy for Children" program developed by Matthew Lipman and Ann Margaret Sharp of the Institute for the Advancement of Philosophy for Children at Montclair State College in New Jersey. Explains how the teaching of philosophy can also be incorporated into the teacher education curriculum. (FL)

This study showed that Oksapmin children not only spontaneously use the indigenous numerical system of their nontechnical culture but also have created new forms of numerical symbolization and calculation to deal with schooling arithmetic problems. Novel conceptual developments, factors mediating the schools effect, and the influence of prior…

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

If schools are to combine the goals of equality and excellence, teachers and curricula must teach students to think in a structured and supportive environment. Problems with the education system are discussed. Cognitively oriented curricula and teaching strategies have had positive results in some programs. (DF)

Argues that, while software for preschoolers does not use the potential of the computer as effectively as it might, observations with children using the LOGO language with simplified graphics suggest gains may be made in the areas of cognitive development, problem solving, creativity, and social and language skills. (Author/KS)

This paper describes beginning teachers' assumptions about children's social and moral behavior and presents a model of what children are like socially and morally. Implications of these descriptions for teacher education and classroom practice are discussed. (MT)

Reviews several books that seek to explain what some of the structures of meaning are that stories present to readers and feed into their memories. (HOD)

In Experiment 1; English-speaking preschool children were given sentence verification task to study development of concept of truth-functional negation. Expereiment 2 was a cross-linguistic replication with Korean-speaking preschool children. Despite same cross-linguistic differences in negation system, Korean-speaking children showed essentially…