A sample of college students was used to determine whether there was a correlation between Lowenfeld's visual-haptic continuum and Piaget's concrete-formal continuum. Three instruments were administered--a questionnaire, the Successive Perception Test I (Gibson) which identified an individual's location on the visual-haptic continuum, and the…

In this paper we explore the consequences of particular stage linkage structures for the evolution of a population. We first argue the importance of mixed-sex pairs of subjects discussed a legal case, each pair seated first five feet of examples the implications of various stage connections for poulation movements. In discussing dynamic models,…

This study examined the transition from concrete to formal operations in very bright children in an effort to determine whether high ability in concrete operations would carry over into formal operational ability, and also to investigate precocity in regard to formal operations. Subjects were 38 white middle-class children ranging in age from…

A recognition paradigm was employed to assess developmental changes in memory for within-sentence (premise) and between-sentence (inference) information from 16 brief prose stories. Eleventh graders retained significant amounts of both premise and inference information, while fifth graders showed substantial retention only for premise information.…

A general model of the uses of symbolic systems is defined in terms of the use of two techniques of symbolization: transactional and presentational. These techniques in turn are shown to relate to underlying modes of experience, which Susanne Langer has discussed as objective and subjective feeling, respectively. The second half of the paper…

In this study the effects of operational level on the quality of children's questions and on their free recall were investigated. Subjects were 65 second-, fourth- and sixth-grade children. Children's operational levels were decided by their performance on nine Piagetian tasks. A question asking task was used to study their question quality. At…

The purpose of this study was to compare performances by Japanese and American children on the Matching Familiar Figures Test, the primary measure of cognitive tempo. Data on more than 3400 Japanese and American children (approximately half male, half female) were used. Factorial analyses of variance revealed significant age x nationality…

Subjects were 65 six-, eight-, ten-, and twelve-year olds from after-school day care programs. The subjects were unobtrusively observed in free play situations involving peers and the duration of their interactions in six types of peer groups of varying size were recorded. Subjects were also administered a picture card test, composed of 20 sets of…

Students in grades 1, 3, 6, and 10 viewed a selection of paintings to determine developmental stages in aesthetic judgment. Age group responses were analyzed for general characteristics and for children's ability to distinguish among standards of personal preference, community values, and technical competence. (SJL)

Discusses the methodology, materials, and results of teaching critical thinking to 20 third graders. (RL)

Performance of over 200 third and fourth graders on a post test and a two-month follow-up measure showed that groups receiving lessons based on a task analysis instructional design performed significantly better than groups receiving placebo lessons at two levels of advanced mastery for the concepts, "equilateral triangle" and…

Correlations were investigated between Erikson's psychosocial crisis stages (trust, autonomy, initiative, industry, identity, and intimacy) and Marcia's four identity statuses (achievement, moratorium, foreclosure, and diffusion). Erikson's theory of prosocial development and Marcia's ego identity status concept were supported. Coping with the…

In working with severely emotionally disturbed children from infancy to age 14, Rutland Center utilizes a developmental approach through which program work is matched to a child's particular state of physical, emotional, cognitive, and social development. Based on 146 objectives, the curriculum deals with behavior, communication, socialization,…

The foundations of the cognitive developmental curriculum movement, and its recommendations for curriculum sequencing, curriculum content and teaching strategies are critically reviewed. The grounds for all proposals are purely theoretical; actual data either contradict specific proposals or provide no direct evidence. (Author/CP)

This paper describes an undergraduate career planning course. It gives a course history and an overview of critical issues in student development. This is followed by a description of the design, development, and results of course evaluations, and finally by implications for similar future programs. (Author/BP)