Two 9-year-old boys are described who performed in the normal range on measures of IQ, language ability, and reading. The boys were unable, however, to acquire elementary numerical skills and also manifested other specific cognitive deficits associated with the Gerstmann syndrome. (Author)

In full-day kindergarten, the teacher has the time to regularly assess each child's progress, to diagnose deficiencies, and to alter the instruction accordingly. (Author)

Examined the role played by experience with multidimensional stimuli in the child's ability to separate variables. (Author/DB)

Discusses whether educational technology has kept pace with recent developments in the related fields of psychology and communication science. Addressed are several areas in cognitive psychology: the process of selective perception, semantic encoding, the effects of previous learning, and the influence of metacognitlon. (RAO)

Early and late formal-operational adolescents having similar ages and IQs were presented tasks to assess their use of organizational memory strategies: multitrial free recall of unrelated and categorized words and a sorting task followed by free recall of the sorted words. (Author/SS)

The developmental relations between anticipatory imagery, conservation of length, and operational structures were investigated in 80 kindergarten and third-grade children by means of imagery tasks combined with a length conservation task. (MS)

This paper demonstrates methodology for assessing symbolic maturity or mental representation as evidenced in symbolic play. Five female subjects (14 to 19 months at the inception of the study) were observed monthly at home in a free-play situation over one year. (Author/SB)

Children's comprehension and memory for different kinds of information in prose was assessed in two experiments. In the first experiment, 72 elementary school children listened to paragraphs and answered questions about explicit and implicit semantic relationships. The second experiment investigated the relationship between children's initial…

When 48 first-, fourth-, and seventh-grade boys (classified as high, moderate, or low on an expectancy of success measure) were given a repetition choice task, a developmental trend in number of children choosing the interrupted task was found. When the task's difficulty level was matched to the child's grade, the trend was not found. (Author/JH)

The effect of resolution of incongruity on children's appreciation of cartoon humor was examined. (SB)

Attempted to determine (1) whether developmental differences existed in children's comprehension of simple necessity and simple sufficiency relationships, and (2) the source of developmental differences in children's causal reasoning. (SB)

Used stories involving self-deception, lying, and misleading appearances to examine 4- to 9-year olds' understanding of the relations between false belief, evidence, and epistemic responsibility. Found that younger children who understood false belief understood simpler types of deception but that understanding self-deceivers' epistemic…

Notes that the pragmatist approach to the study of mind is represented in psychology by Piaget's action orientation. Believes, however, that American empiricists regularly misinterpreted Piaget's approach. Generally supports Barrouillet and Poirier's advocacy of Piaget's orientation, but presents some disagreements with Barrouillet and Poirier as…

Comparison of gender differences in the observed play of 30 preschool children with cognitive delays found that, overall, boys engaged in more functional play and were more sophisticated when playing with a vehicle toy set whereas girls engaged in more constructive play and demonstrated greater sophistication with respect to doll toys. (Author/DB)

Discusses how mathematical voice can be used with the framework set forth by Belenky, Clinchy, Goldberger, and Tarule to investigate the existence of stages of mathematical development of female minority college students taking developmental mathematics. (MKR)