Preschool children were tested for their understanding of the use of definite and indefinite articles in 2 kinds of story-telling tasks. (ST)

The development of the ability to associate numerals with sets of appropriate size was studied in children, ages 4 to 5-1/2. (ST)

Investigates socioeconomic influences on conceptual development (classificatory behaviors) of third and sixth grades. (DP)

A broad literature review revealed that younger children are more likely to categorize objects along complimentary dimensions than older children who tend to categorize according to similarity. This developmental change is discussed in terms of etiology--internal organismic changes or environmental changes. (DP)

The component selection procedure developed by Hale and Morgan was used to assess children's use of selective attention at six levels of learning ranging from undertraining to overtraining. This function was examined at each of ages 4, 8, and 12. (SBT)

The development of the ability to use taxonomic, phonemic and sense impression categories as dimensions of encoding was investigated using third and fifth graders and college students. (ED)

Examined the presence or absence of class inclusion and hierarchical classification skills in relation to organizational memory strategies in kindergarten and first grade children. (ED)

A battery of nine tests, including verbal and imaginal measures was administered to 200 first- through fifth-grade children. Results revealed that verbal processes and mental imagery developed in a curvilinear manner with parallel rates of change. (LLK)

Reports results of an exploratory study in which a total of 80 children (in kindergarten, first, third and fifth grades) were interviewed in order to sample their knowledge of how certain classes of variables act and interact with one another to affect the quality of an individual's performance on a retrieval problem. (ED)

Describes a study involving administration of a home environment inventory to a sample of 77 mothers and infants in order to explore its ability to predict later mental test performance. Correlations between home inventory data and measures of infant development over a period of 30 months were higher than those typically reported. (ED)

Three key predictions of Piaget's groupement model of middle childhood cognition were examined in the speed and time concept areas with a total of 93 children in grades 1, 2, and 3. (ED)

Investigated the relationship between psychometrically defined brightness and cognitive development within Piaget's stage theory. Subjects were fifth- and seventh-grade boys. (SDH)

An investigation of the role of an atomistic view of material substance in the development of conservation of continuous quantity in young children. Piagetian tasks using blocks, coarse salt and water were presented to a total of 180 kindergarten, first, and second grade children. Results indicate that tasks using blocks were the easiest. (ED)

While agreeing with Scriven's exposition of the cognitive approach to moral education, the author disagrees with and comments on three points: the argument against developmentalists, morality and rational justification, and the affective aspect of moral argument. (DW)