Findings indicate that (1) development of probability reasoning can be shown by an increasing monotonic trend with age, (2) verbal tests assess different aspects of this development than do nonverbal tests, (3) Piaget's ontogenetic age brackets are accurate, and (4) sex and intelligence are not significant variables. (MH)

Suggests concepts useful to English teachers among those discussed by Jerome S. Burner in The Process of Education." (RD)

Points out the need for and proposes a developmental model of self-understanding (the cognitive basis for self-conception), analyzing the self as a cognitive concept and giving a chronological account of developmental trends in self-understanding. (RH)

Investigated convergent validity of individual Piaget/Inhelder clinical task interviews with Reasoning Test (Ankney and Joyce), Logical Reasoning Test (Burney), and Classroom Test of Formal Operations (Lawson). Indicates that correlations obtained are not sufficiently strong to warrant selection/categorization of individual students based on their…

Theory and research concerning early adolescent self-concept and self-esteem indicate that: (1) many early adolescents' cognitive changes affect dramatically the way they see and evaluate themselves; (2) a variety of new significant others are involved in early adolescent self-concept; and (3) changes taking place during adolescence are not as…

This paper examines the nature of human abilities in light of recent advances in information-processing and discusses implications of these developments for cognitive assessment of children. (CJ)

Summarizes and evaluates the deficit, difference, and bicultural theories used to interpret the linguistic characteristics of Black and low socioeconomic status children. Also discusses research that has applied these theories and the implications of this research for educational reform. (AOS)