Concepts from the logic of modalities are applied to the life cycle to elaborate a new theory of adult and late-life development. Four logical modalities are described, each cognitively and emotionally governing discrete periods of life. It is hypothesized that optimal development in adult life includes explicit awareness of these modalities. (RH)

The article reviews the interplay of cognitive and creative behavior in adolescence. Three major issues are discussed: the evolution of creativity in adolescence; important personality traits of gifted and creative young people; and the actual creative behavior of gifted adolescents. (Author)

Average and backward readers from Grades 2, 4, and 6 were examined for their performance on five cognitive tasks, three of which measured memory span. Results were consistent with a developmental trend and increment with reading competence. No differences were obtained between matched groups, which supported a developmental interpretation.…

Observations of supervisors with trainees on youth training programs showed that few learning skills were being developed. Six experimental training workshops were run; results indicated that supervisors who attended them showed a greater awareness of learning skills and how to develop them. (SK)

Operational definitions from the literature of cognition, information processing, intelligence, problem solving, and learning are offered in an attempt to develop a coherent rationale for intervention with adult aphasics. J. Guilford's structure of the intellect model is applied and its advantages in terms of diagnostic testing are explained. (CL)

A former child "prodigy" recounts her experiences at school to suggest that intellectual achievement is not always due to extraordinary analytic reasoning ability and that precocity may be nonrationl. J. Stanley responds by citing others' work on the topic and suggesting the construct may not survive strong scrutiny. (CL)

The study compared the categorization skills of first-grade children presenting three levels of expressive language development (normal, mild-moderate delay, and severe delay). Results indicated a significant difference in categorization skills between the children with normal expressive language development and each of the two expressive…

The social judgments of 75 subjects aged 11 and 75 aged 14 were compared using Peel's three categories of judgment to measure and evaluate responses. Clear, if limited, evidence for progress between the two ages in the ability to judge other people's perspectives was obtained, in line with Peel's general theory. (Author)

The intent of this article is to: (1) characterize appropriate content for drill activity, and (2) describe various cognitive levels of drill exercises that may be used in a learning situation. The overall purpose is to establish a rationale and guidelines for the appropriate use, rather than misuse, of drill exercises. (Author/ER)

Purpose of study was to investigate the applicability of Piaget's theory and methods to the study of conservation in nonhumans. Two out of four subject monkeys achieved stringent and statistically significant performance criteria in sameness-difference judgment tests and showed significant generalization in the fewest possible trials. (Author/SB)

Two experiments investigated the possibility that normal children (sixteen 6- to 7-year-olds) and retarded children (sixteen 9- to 10-year-olds) equated for immediate memory performance may not use effective strategies to eliminate interference from irrelevant information in memory. (Author/JH)

Two experiments are reported that reveal the sources of the developmental difference reported by Crane and Ross that second graders learned more than sixth graders about attributes made relevant after solution of a discrimination task. Experiments use technique whereby children verbalize their hypotheses during solution of a discrimination…

Problem studied: How children represent haptic spatial information in memory. Question aimed at: Whether, and if so in what ways, children's spatial representations differ according to the main modality of prior experience. (JH)

Children's understanding of dreams as mental states was examined as an instance of their development of a "theory of mind." Thirty-five children between three and seven years of age were interviewed to determine how well they understood the reality, location, privacy, origin, and controllability of their own dreams, versus that of a…

This study investigated children's responses to failed attempts at reaching possible and impossible goals, and their beliefs about the efficacy of wishing as a magical solution in such situations. Preschoolers were presented with failure scenarios in three different formats: a standard picture book presentation, scenarios enacted in real life by…