Corporal punishment is one teacher-child interaction harmful to children. Corporal punishment inhibits learning, interferes with the accomplishment of each of the important developmental tasks of children and their teachers, and has the potential for physical harm to the child. Corporal punishment should be considered as child abuse and prohibited…

The results of this study indicated that 4- and 5-year-old children are able to engage in veridical conceptual perspective taking. Furthermore, it was concluded that the ability to make a correct inference develops somewhat earlier than the ability to justify that inference. (JMB)

Tested two competing hypotheses explaining infants' failure to search for an object in a new hiding place: (1) that the concept of object is not yet differentiated from the concept of place, and (2) that difficulties in spatial localization are responsible for the search failure. (Author/JMB)

The game of Twenty Questions is seen as a useful method for learning about and developing cognitive skills in mentally retarded children. (SBH)

The four stages of writing development in the elementary grades are writing readiness, dictation, independent writing, and language experimentation. (DD)

The relationship of visual field to brain function is examined in research, and the correlation of gifted students' use of visual field of Piagetian theories of formal logical thought is analyzed. (C L)

A review of research reveals that explicit knowledge of language is not always desirable; instead, children should be exposed to language and have experiences which provoke language use. (DD)

Thirty-seven middle-class white children, ages 5-8, were tested on eight Piagetian tasks and the Rorschach test, and divided into preoperational, transitional, and concrete operational groups. Measures of primary process vs. secondary process thinking were found to be related to the Piagetian stages of development. (GDC)

This experiment investigated age differences in memory performance and the extent to which rehearsal techniques contribute to these differences. Second and sixth grade children were trained in a variety of rehearsal techniques in an overt-rehearsal free recall task. (Author/SB)

Examined the relationship between selected maternal attitudes and the sex, sex role preference and level of psychological differentiation of the preschool child. Data indicate that extreme sex role typing works against learning. (GO)

Argues that the questioning and answering interaction provides a setting whereby adults can socialize naive children into communal views of reality. It is suggested, however, that this tradition acts both as a brake and as a springboard to the acquisition of new knowledge. (MS)

Theoretical concepts from multivariate developmental psychology and systems theory are used to describe qualitative and quantitative change in three cognitive subsystems: perceiving, conceptualizing, and symbolizing. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

Two models of intertask relations, Wohlwill's divergent-decalage and reciprocal-interaction patterns, were evaluated for their fit to cross-classification tables which showed the joint classification of 101 children's performance on all possible pairs of eight concrete operational tasks. (SB)

The study with 30 five-year-olds and 30 seven-year-olds demonstrated that children as young as five have an emerging ability to solve both verbal and perceptual proportional analogy problems and to detect the meaning of proportional metaphoric sentences. (Author/DB)