A sample of 144 children from nursery school, first, and third grades were given a series of problems in which they were required to judge which of 2 synchronous events was longer in duration and to rationalize their judgments. (Author/JMB)

This study examined developmental changes in skill and speed of detection of variation in matrix patterns for 93 kindergartners, 30 fifth-grade students, 30 high school sophomores, 32 nonartists and 30 professional artists. (Author/JMB)

To improve memory in children in early grades or in children at all ages with cognitive problems, it is suggested that the teacher provide verbal interpretations of pictorial information, encourage children to verbalize the pictured material for themselves, and encourage children to create their own mental pictures. (SBH)

In order to determine the ability of children aged 3-8 years to reproduce patterns of different levels of complexity, 60 children were asked to reproduce checkerboard patterns at 3 levels of complexity, measured by code length as suggested by H. A. Simon. (Author/SB)

A sample of 86 college students aged 18 to 35 years of age were asked to solve three formal operations tasks and to participate in a problem-finding task. No relation was found between performance on problem-finding and the formal operations task. (JMB)

Thirteen retarded adults at each of three mental age levels (5 to 6, 7 to 8, 9 to 12) were assessed on classification, relativity, and transitivity performance. (Author)

The development of the concept of object permanence was investigated with eight infants with cleft lip/palate and four nonimpaired infants. Superior performance of the cleft lip/palate group was found, possibly due to increased environmental stimulation provided by parents. (DB)

Explored perceptions of caring for cognitively impaired spouses in 15 elderly spouses. Male and female caregiving spouses differed in how they perceived dimensions of control as reflected in interpretation of the disease process, assumption of authority, control over the environment, and use of social support. (Author)

Attempted cognitive training of Raven's Progressive Matrices using guided self-discovery, but without directly providing strategies. Thirty-six older and 36 younger adults were pretested, underwent training, and were posttested. Found no significant difference in improvement between younger and older adults. Failed to find evidence for successful…

A quantitative synthesis of fourteen studies was conducted to estimate the quasi-experimental and experimental effects of teachers' questioning strategies on academic achievement. Effects of predominantly higher order questions versus predominantly factual questions were examined. Results are discussed. (Author/MT)

Forty preschoolers were directed to mentally rotate a stimulus and to discriminate the rotated stimulus from among a set of alternatives. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young children. (Author/BS)

The article discusses a framework of reading disability based on comprehensive theories of cognition and reading. Reading problems are considered in terms of the Information Integration theory of cognition. Goals for developing remedial instruction based on the theory are also discussed. (Author/DB)

Investigated the role of memory development, especially the developmental change in reported general and specific memories, in children's and adults' concepts of themselves. The proportion of general responses was found to be high and stable across all ages; the proportion of specific responses increased with age. (PCB)

In an attempt to make Vygotsky's theories more accessible, Wertsch in "Vygotsky and the Social Formation of Mind" takes significant liberties with the original works. That leads to serious errors and moves the focus away from the author's own psychological theories. (PS)