Explores longstanding inconsistencies in Piaget's account of development of spatial representation and perspective-taking. Examines Piaget's early writings and the findings of the original "three mountains" experiment. Concludes that Piaget's alternative theory is compatible with contemporary thinking and is important as a contributory…

Argues that Susan Sugarman's article in this issue contains some valid criticism of assumptions in developmental psychology, but that some of her conclusions regarding other assumptions need to be questioned. Suggests that many problems raised by Sugarman would disappear if developmental psychologists concentrated on children's early achievements…

Curriculum units for gifted third-graders (N=48) were judged effective if gifted students receiving instruction outperformed gifted students not receiving instruction and also nongifted students receiving instruction. One unit was successful in teaching new concepts but not in developing higher levels of thought; inconclusive results were obtained…

Reviews research on aspects of metacognition in children's comprehension of television, particularly how skills in meta-memory, meta-attention, and meta-social cognition-correlate with comprehension. (PD)

States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

Evaluates some possible reasons for the occurrence and eventual correction of children's naming errors in an experiment in which two-, four-, and six-year-olds learned two artificial object names in succession. (HOD)

Compares two types of semantic development (the acquisition of disappearance words and success-failure words) to performance on two types of cognitive tasks (object-permanence and means-ends tasks) among infants. (HOD)

Implementation of programs of cognitive development need to be considered in the context of a schools readiness for educational change. Eight questions to help identify important issues focus on ability, values, ideas, circumstances, timing, obligations, resistance, and yield. (Author/DB)

Involving second, fourth, sixth, eighth, and tenth graders and undergraduates, three experiments evaluated the prediction that representations of knowledge of the weeks and months of the year develop from a verbal-list stage to a stage at which image representations are present. Results are interpreted as supporting the two-stage model and appear…

How multiplication is usually taught in school and how it could be taught are discussed. Development of understanding is illustrated through children's words and work. (MNS)

Noting that while formal operational thinking is essential to sociological learning, a majority of college freshmen are not yet fully formal thinkers. Maintains that introductory sociology courses must foster formal thinking in addition to teaching sociological content. Draws implications of revising goals and objectives to meet students' needs.…

According to Humean framework, relations are judged to be causal to extent that they are characterized by regularity, continuity, and covariation among college students and college-bound 11- and 14-year-olds. Presents subjects with information about one of the following indices: potential causal factor covaried with effect and potential causal…

A path model of genetic and shared family environmental transmission was fitted to general cognitive ability data from 1-, 2-, 3-, and 4-year-old adopted and nonadopted children and their parents to assess the etiology of longitudinal stability from infancy to early childhood. (HOD)

This article reviews the major components of Viktor Lowenfeld's approach to art education, devoting specific attention to the misconceptions often attributed to his use of developmental stages. Notes that Lowenfeld was not the first individual to describe developmental stages in art learning and promotes a more accurate interpretation of how…

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)