Describes a study done to determine whether the degree of children's familiarity with component words was related to (1) their ability to produce productive patterns as opposed to associative and grouping patterns, and (2) their ability to use broader scope rather than lexically based patterns. (SED)

English-speaking and Dutch-speaking children were asked to pick the big, tall, or long members of pairs of bricks. Comprehension improved with age but older children in both groups were prone to choose the taller (but smaller) of two objects when asked to point to the bigger one. (SED)

Traces the development of predicate use for genre and cohesion in the narratives of children aged two to five, examining predicate structures and types and their linkages via three types of parallelism and by means of explicit connectives. (Author/SED)

Reviews and integrates several aspects of peer interaction in the infant/toddler period. Reveals convergence between age-related changes in social skills and similarly timed cognitive developments. (HOD)

Observes 75 first- and third-grade children in their classroom mathematics seatwork to test assumptions drawn from Vygotsky's theory about the development of private speech and its relationship to task performance, attention, and motor behaviors accompanying task orientation. (HOD)

Observation indicates that affect is experienced prior to organized thought. After five months emotional responses are increasingly differentiated and independent of physical state. All childhood learning is propelled by affect. Adults who work with children must recognize their emotions to facilitate their acquisition of skills and knowledge.…

Examined the relationship between 7-, 9-, and 11-year old children's performance on a battery of selected Piagetian measures and on a proportional reasoning task. Found a strong relationship between stage level and (1) the complexity of hypotheses used, (2) the use of the proportional hypothesis, and (3) the overall use of logical hypotheses. (HOD)

Tests the validity and reliability of a scale (Mental Development Scales: Birth to Three Years) designed to assess developmental levels of children from birth to three years. (HOD)

Examines hypotheses and strategies used by children at the kindergarten, second-, fourth- and sixth-grade levels in making proportional judgements. The task involved 36 trials in which the child had to choose between two groups to obtain a target-color "chip." Results generally conformed to the developmental sequence proposed by Piaget…

Introduces the practitioner to psychometric issues related to developmental assessment and makes recommendations for the assessment refinements needed in the field. (Author/BH)

Describes two surveys used to (1) determine sex differences in attitudes toward computers and video games among schoolchildren and the relationship of these attitudes to attitudes about science, math, and writing; and (2) sex differences in attitudes toward computing among a select group of highly motivated college freshmen. (SA)

Describes a project that provided students with the opportunity to observe and comment on their own writing throughout the year through observations of their childhood writing, a series of journal writings, and writing taken through revision. (EL)

Examined development of relations between causal explanations, the anticipated emotional consequences for others if these causes were communicated, and the decision to disclose or withhold causal explanation. Within a role-playing paradigm, children aged 5-12 were given scenarios involving social rejection or broken social engagement. Data…

The Mikulecky Behavioral Reading Attitude Measure (MBRAM) was designed to measure secondary and postsecondary respondents' attitudes toward reading based on Krathwohl's affective development model. This study investigated the factorial validity of the MBRAM using the responses of 411 gifted junior high school students. (Author/BS)

Discusses a developmental approach to children's library services in which the communication element is essential to successful programing and reader's advisory, both of which provide opportunities for using communication techniques that are meaningful in the pattern of a child's intellectual development. The stages of development are outlined.…