This paper comments on the thesis that cognitive style and affective reaction variables ought to be taken into account in the evaluation of instruction. Observations are expressed as questions relating to cognitive style: Which style is it better for an individual to have? Can cognitive style be adapted to fit a particular learning task? Can it be…

In a longitudinal study, a group of 41 children from lower class families were examined for differences in child-mother and mother-child attachment patterns at 30 months of age. Twenty-three children had been cared for by their mothers from birth until 30 months of age, and 18 had been enrolled in a day care center for at least 1 year. Data…

It was hypothesized that by age 8 children would manifest an adult meaning system, and that 5-year-old children would not. An adult meaning system allows an adult to transcend component word meanings and integrate, in the presence of a speaker, the underdetermined and the factual proposition into a meaningful whole. Subjects were 60 5- and…

Written for teacher aides, this pamphlet provides a handy, readable, and highly usable guide to daily classroom interaction with children. Using easily understood examples, the author takes you through the world of the child, pointing out what to expect in various situations and what to do about it. For instance, she notes that children are better…

The purpose of this newsletter is to report current activities concerning the study of child language. Each issue will offer reports of ongoing research, announcements of upcoming meetings and conferences and reports on those recently held, and news of recent publications concerning language acquisition. This issue's research report is "Child…

This book presents a study of cognitive-affective interdependence as shown in children's fantasy behavior. The systems of Piaget and Freud are the foundation of analysis. The study data consist of approximately one hundred verbatim recordings of the dramatic play of 3-, 4-, and 5-year-olds (in groups or alone) collected by trained teachers in a…

This discussion of transitive inferences (if A greater than B & B greater than C, then A greater thean C) emphasizes an information processing analysis of logical thought. The two basic factors considered in such an analysis are (1) the task environment, including its structure, demands, decisions required, and information given; and (2) the…

Reported is a study related to the Project on an Information Memory Model and designed to encompass the claims of Piaget and Inhelder on differences of kinds of cognition and recall done on figural sorting task cognition at the Project on an Information Memory Model. The work of Piaget and Inhelder has defined learning information flow and related…

Reported is an investigation of the effects on student performance above the knowledge level (Bloom's taxonomy) as influenced by the use of teacher's questioning strategies. Two parallel forms of an elementary science unit on plants and seeds were constructed. In form A, most of the teacher questions were low level in terms of cognitive thinking;…

In the High/Scope Cognitively Oriented Curriculum, teachers create an environment in which students develop and apply cognitive capacities in the areas of classification, seriation, spatial and temporal relations and in the process of representation to the widest ranges of materials and subjects. Learning takes place through the child's…

This publication consists of a critique of research related to the work of Piaget. Contents are arranged under five headings: Introduction, Common Misconceptions and Mususes, Common Research Errors: Possible Causes and Cures, Evaluation of Piaget-related Research, and Extension. Eighteen references conclude the report. (PEB)

Study skills are not specific to reading and cannot be developed by reading and more reading. A study skill is a mental technique to use when accomplishing a specific task or solving a given problem and is one element in a process essential for efficient and effective reading. Students who lack basic study skills can be taught to think if…

Reported is a study to determine the role of the affective measures of need to achieve (nAch) and risk taking in determining the acceleration or retardation of cognitive development as defined by Piaget. Students in the fourth and sixth grades of two schools differing according to socioeconomic status (SES) were the subjects for this…

This study examines the correspondence between a representation of subject-matter structure and a representation of the cognitive structure in students as a result of instruction. Eighty-seven eighth-grade students were assigned randomly to experimental and control treatments. The experimental students (N = 43) studied from a programmed text on…

The purpose of the study was to investigate the hypothesis that requiring a student to verbalize a newly discovered mathematical concept interferes with his ability to use that concept. Five semi-programmed lessons (dealing with function machines, exponents, marker games, geometry, and One Pile Nim) were prepared and taught to a random selection…