A set of 45 mental scale items from the Bayley Scales of Infant Development was administered by two testers to 33 nonambulatory, profoundly mentally retarded subjects. Bayley raw scores predicted success in conditioning programs, suggesting that this test is useful for educational programing. (Author/CL)

Examined the development of pattern recognition in infant pigtailed macaques using the familiarization novelty technique. Results indicate that by at least 200 days postconception subjects show a consistently reliable visual response to novelty. (Author/RH)

Reanalysis of previously reported findings associating preschool lead level and outcome measures (including cognitive measures, reading tests, and teacher behavior ratings) did not substantiate the positive findings. (CL)

The article describes specific thinking skills that can be developed and used with BASIC programing, LOGO programing, and data processing with PFS:FILE. Experiences of the computer education program at the Austine School for the Deaf are cited. (CL)

Findings indicate a main effect of age, anxiety, and cognition on the conception of animal and human death. Human death scores were higher than animal death scores. Anxiety had a stranger impact on cognitively high subjects than on cognitively low subjects. Cognition affected the animal death concept more than the human death concept. (Author/RH)

The article examines issues related to theory, methods, and validity of cognition research related to giftedness. Current approaches are reviewed, including metacognition and structural learning. (CL)

The paper argues that the poor predictive validity of many preschool screening tests can be traced to heavy reliance on traditional psychometric approaches. Both theory and data are presented to illustrate the efficacy of an approach featuring active cognitive development. (Author/CL)

Concepts from the logic of modalities are applied to the life cycle to elaborate a new theory of adult and late-life development. Four logical modalities are described, each cognitively and emotionally governing discrete periods of life. It is hypothesized that optimal development in adult life includes explicit awareness of these modalities. (RH)

The article reviews the interplay of cognitive and creative behavior in adolescence. Three major issues are discussed: the evolution of creativity in adolescence; important personality traits of gifted and creative young people; and the actual creative behavior of gifted adolescents. (Author)

Average and backward readers from Grades 2, 4, and 6 were examined for their performance on five cognitive tasks, three of which measured memory span. Results were consistent with a developmental trend and increment with reading competence. No differences were obtained between matched groups, which supported a developmental interpretation.…

Observations of supervisors with trainees on youth training programs showed that few learning skills were being developed. Six experimental training workshops were run; results indicated that supervisors who attended them showed a greater awareness of learning skills and how to develop them. (SK)

Operational definitions from the literature of cognition, information processing, intelligence, problem solving, and learning are offered in an attempt to develop a coherent rationale for intervention with adult aphasics. J. Guilford's structure of the intellect model is applied and its advantages in terms of diagnostic testing are explained. (CL)

A former child "prodigy" recounts her experiences at school to suggest that intellectual achievement is not always due to extraordinary analytic reasoning ability and that precocity may be nonrationl. J. Stanley responds by citing others' work on the topic and suggesting the construct may not survive strong scrutiny. (CL)

The study compared the categorization skills of first-grade children presenting three levels of expressive language development (normal, mild-moderate delay, and severe delay). Results indicated a significant difference in categorization skills between the children with normal expressive language development and each of the two expressive…

The social judgments of 75 subjects aged 11 and 75 aged 14 were compared using Peel's three categories of judgment to measure and evaluate responses. Clear, if limited, evidence for progress between the two ages in the ability to judge other people's perspectives was obtained, in line with Peel's general theory. (Author)