Evidence from children's performance in a variety of tasks suggests a change in the kinds of similarities children notice and use. Children tend to focus on literal similarity and then shift to the use of common objects, followed by common relations between objects, and finally relations between relations. Research from a variety of different…

Investigations were made of the development of (1) children's abilities to produce and interpret requests with nuances, and (2) the ability to identify requests as being "bossy" or "nice." In the first study, the development of children's ability to produce bossy and nice requests and the linguistic means by which they do so…

An analysis of educational professionalism is presented within the framework of sociology and class stratification. If a profession is defined as any area of human activity which requires some level of advanced skills or education to perform, there should be certain prerequisite conditions, such as the acquisition of necessary knowledge and…

Reported are results of three studies: (1) Hand Preference Consistency during Infancy and Preschool Years (K. Bathurst and A. W. Gottfried), (2) Asymmetry of Verbal Processing: Influence of Family Handedness (K. Bathurst and D. W. Kee), (3) Consistency of Hand Preference and Cognitive Development in Young Children (K. Bathurst and A. W.…

Developmental patterns and interrelationships of various informal skills, reading and writing of numerals, and a range of base ten/place value concepts/skills were examined in a study involving 78 primary school children from four schools who were individually examined in a standardized interview. A total of 23 tasks were administered and…

Studies exploring the transition from early to middle adolescence have found a significant increase in formal-operational thinking, but it is questionable whether the typical adolescent is capable of consistently applying formal operational logic. To examine the relationship between Piagetian-based training techniques and formal-operational…

Suggests the United States is behind other nations in providing for its children's needs because of the forces of our economic system. This view is examined in the context of three problems: the depopulation of the family, the intellectualization of the child and the perpetuation of exclusion. (Author/ED)

Briefly explains Piaget's theory of intellectual development and its implications for teachers. (LS)

Area and measurement tasks representative of those used by Piaget were administered to 168 primary students. Data were analyzed to determine effects of sex, age, and task sequence. (SD)

Reviews Piaget's stages of development and describes types of educational activities which are appropriate for specific levels of cognitive development. (CP)

Performance of first and second graders on measurement problems indicated that they are unable to relate the measurements of objects using different units to visual comparisons of quantities. (SD)

Reviews research in the area of scientific classification of botany concepts. The acquisition, transfer, and ability to use cognitive skills were investigated. (CP)

Students using the Science Curriculum Improvement Study curriculum were informally observed to be incapable of defining a system although they could perform related tasks. A study was performed to determine students' understanding of various aspects of systems. (SD)