This paper is a refinement of a model of conceptual learning and development presented initially as the Presidential Address to Division 15, Educational Psychology, of the American Psychological Association in September 1971 at Washington, D.C. Thus it supersedes the initial formulation in explicitness and detail. This paper explains the nature of…

Sources consulted in preparing this bibliography on early childhood education include various Canadian, British, and American indices, covering an approximate period of five years, from 1966 to 1971. The items are divided into three sections: books and papers, numbering 318; articles, numbering 228; and theses, numbering 66. Material available…

Three systems for defining cognitive abilities, proposed by Guilford, Guttman, and the Thurstones, are examined as bases for specifying reference tests for cognitive abilities. The authors propose the cognition of concepts system as a fourth alternative. Tests constructed and/or adapted on the basis of this examination are described. (Author)

Two experiments examined the effect of haptic exploration on visual recognition of nonsense forms by 4- to 7-year-old children. In Experiment 1, haptic activity was optional for S. The amount and type of activity was rated. Those Ss who voluntarily produced haptic activity reached criterion in a repeated exposure-test recognition task in fewer…

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)