Chicano mothers were observed teaching their own five-year-old children. Field-independent mothers used inquiry and praise; field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. (Author/CP)

An open-category task was administered to 180 elementary students. Three modes of response (related to the ways students acquire attributes for objects) were used to score the tasks. Qualitative changes in the three modes were analyzed, and the results supported a qualitative change in the modes of response. (Author/GDC)

The arts are an equal and essential part of the curriculum if understood as rigorous disciplines of the mind and necessary vehicles of thought, no less than the sciences. (Author/IRT)

Investigated outcomes of the use of the learning cycle, which divides instruction into the Piagetian phases of exploration, invention, and discovery in general college chemistry laboratory experiments. Differences between concrete and formal operational students were explored in students' ability to master chemistry material varying in cognitive…

Tested the hypothesis that spatial reasoning is a significant correlate both of formal thought, as defined by Piaget's measures of the proportionality schema, and of achievement in science. Sex differences in proportional reasoning and spatial skills in 6th-form (11- year-old) students from a New Zealand high school were also examined. (CS)

While accepting that certain points made by Phillips and Nicolayev are accurate, the statement that Kohlberg's research program is degenerative is perhaps too extreme an interpretation. (JN)

Longitudinal data gathered on 24 children at 51 months of age and at earlier ages suggest that children currently characterized as faster habituators, in terms of first fixation data, may be somewhat advanced cognitively compared to slower habituators. (Author/DB)

Critically evaluates habituation and related models for studying infant memory, focusing on methodological and substantive limitations which restrict the derivation of information from them. The essay considers existing research on the development of object permanence as an alternative source of information about infant memory. (Author/DB)

Discussed are Nathan Isaacs' contributions to education--his theory that knowledge is built up from birth onwards in a cumulative and developmental way, the educational implications that follow from this theory, his position as both a supporter and critic of Jean Piaget, and his specific contributions to early science teaching. (KC)

Skill theory attempts to provide tools for the prediction of developmental sequences in any domain at any point in development. The theory suggests a common framework for integrating developmental analyses of cognitive, social, perceptual/motor skills, and behavioral changes in learning and problem solving. (Author/GK)

Animistic responding was generally unrelated to logical classification ability or to analytic cognitive style. Results which found high levels of animistic thinking beyond adolescence do not support Piagetian theory. Adults may respond animistically because of emotional attachments which they have formed to certain meaningful physical objects.…

Critiques direct instruction for its emphasis on fact accumulation at the expense of thinking skill development. (SJL)

Suggests that future pedagogy should search for methods to develop conscious thinking and to connect detailed learning with creative, utility-oriented human activities. Different pedagogical forms should be applied to a greater extent in universities and ordinary adult education. (JOW)

One hundred deaf children with deaf parents performed significantly better than 100 deaf children with hearing parents on all performance subtest of the Wechsler Intelligence Scale for Children-Revised. (CL)