A language learning model based on cognitive developmental stages is proposed, and types of ESL learning activities corresponding to the model's levels are identified. Guidelines are proposed for developing an ESL curriculum congruent with the regular elementary school curriculum, and a process for setting up a program scope and sequence is…

Discriminant analysis is applied to data from previous research dealing with assessing the particularities of cognitive development in young (four to nine years old) Montagnais Indians and French Canadians. The most important future contribution of discriminant analysis to intercultural research will be its ability to conceptualize group…

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)

Argues that the lower class uses language to maintain social relationships more than to communicate information, and that lower and middle class differences in language usage explain much of the academic failure of disadvantaged and minority children. Proposes a functional approach for studying how language, socialization, and academic achievement…

Discusses social development stages of middle childhood and peer-group relations, noting demands of group conformity. Presents aspects of cognitive and physical development as well as implications for providing effective guidance and counseling services. (RC)

Discusses whether formal thought constitutes a structured whole and role of propositional logic in advanced reasoning. Presents aspects of advanced reasoning model, considering hypothesis generation/testing as central processes in intellectual development. Argues that advanced reasoning schemata are linked by these processes and should be…

Offers selected ERIC references on the application of Piagetian theory and the use of Piagetian tasks in beginning reading/language arts instruction. (RL)

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)

The author seeks to clarify the difficulty and complexity of the things youngsters must do to learn mathematics, and to have teachers question their own views about children in redefining mathematics instruction. (MP)

Spatial ability and Piagetian tasks were administered to 80 schooled/non-schooled Fulanis (primarily nomadic and hunters) and agriculturalists (living a settled life). Results indicated that Fulanis develop spatial skills adapted to the ecological demands of their lives and that schooled students performed better on Piagetian tasks than…

This paper sets out the current situation in a number of schools and institutions of higher education with departments of design. A case is presented for the design curriculum to be regarded as a serious academic subject which makes a unique contribution to pupils' cognitive, emotional, psychomotor, and social development. (Author)

A social cognitive developmental model is presented integrating a Piagetian developmental model and Flavell's processing model, to describe three aspects of development. The utility of the model was tested in two studies. The results demonstrate that it is possible to increase children's social cognitive abilities instructionally. (Author/CTM)

The relationship between elementary pupils' (N=583) attitudes toward science and science achievement when using residualized gain scores was investigated. Results indicated significant relationships between scores on the two tests used: multiple choice, fill-in science achievement test, and a six-statement attitude inventory. (Author/JN)

The infant's impressions of his environment are viewed by several philosophers, including Jean Piaget. There has been some past tendency to suppose that, prior to the acquisition of language, the infant has no real impressions about his environment. More recent understandings consider that the infant is capable of conceptualization and can express…