The problem solving strategies of 17 learning disabled (LD) and 17 non LD boys at the upper elementary level were compared across four multiple discrimination tasks listing a split plot analysis of variance design. Ss were randomly assigned to one of two conditions in which feedback stimuli were either removed or maintained. Ss' performances on…

In a study of the significance of private speech, 11 learning disabled (LD) and 16 non LD children (mean age 10 years) were given several cognitive tasks, and their private speech during play and school work was assessed. LD Ss performed less well on the cognitive tasks than non LD Ss. Children who used high rates of private speech performed in a…

To replicate and extend Grey's (1981, 1985) studies involving junior-high school students, "How Is Your Logic?" (a 26-item, Piagetian-based, group-administered written test of cognitive development) was given to 553 subjects, 10 through 48 years of age. Each item of the test measured either a specific concrete operation or a specific…

According to Piaget, a child's intellectual development undergoes a progressive socialization process, by assimilation and accommodation, to reach equilibrium with the adult environment. It is proposed that a disturbance in the process of adaptation to reality may lead to a neurotic response. For related articles, see TM 501 288 and 289. (RC)

This article attempts to provide the reader with a frame of reference for exploring the expanse of literature on Piagetian theory. (HMD)

Kohlberg's system of moral judgment development has some important links with Piaget's work on moral judgment. The ways in which Kohlberg extends or departs from Piaget's system of moral growth are examined. (Editor/RK)

Article introduced research on the human brain with a review of the actual history of the brain as an organ of the body. (Author/RK)

Author outlined the characteristics of the right hemisphere of the brain and compared them to those of the left hemisphere. (RK)

A brief discussion of children's perceptions of animate and inanimate objects. It is suggested that studies on child animism must consider the child's criteria used in the classification of animate objects, as well as those used for inanimate objects. (Author/ED)

Study supported in part by Public Health Service Research Grant MH-07506, and based on a doctoral dissertation completed at Yeshiva University (Lowenherz, 1966).

The authors offer a detailed and systematic critique of Piaget's theory of cognitive development, examining it in relation to other theories of development. Chapter 1 points out some of the problems in building and evaluating scientific theories and considers contrasting approaches to cognitive development (including those which focus on…

THE BROAD PURPOSE OF THIS PROJECT WAS TO TEST EMPIRICALLY THE STRUCTURE OF THE HANDBOOK "TAXONOMY OF EDUCATIONAL OBJECTIVES 1--COGNITIVE DOMAIN." IT WAS NECESSARY TO CONSTRUCT FOUR FORMS OF A TAXONOMY-TYPE TEST SINCE NONE WAS AVAILABLE. THE PHENOMENA WHICH ARE CLASSIFIED BY THE "TAXONOMY" ARE THE RESPONSES (BEHAVIORS) WHICH…

This study replicated a study by Mehler and Bever (1967) which had reported conservation observed in very young children between 2 years 4 months and 2 years 7 months old. Both Piaget (1968) and Bielen (1968) criticized the Mehler-Bever finding, claiming that true conservation had not been demonstrated. The investigator in the present study sought…