Discusses the effect of bilingualism on cognitive growth and divergent thinking. That bilinguals have the potential for increased communication and greater problem solving should encourage United States' educators to consider bilingual education as a curriculum model for almost everyone. (Author)

Fred Wood and Steven Thompson claim that inservice educational practices should be changed because, first, more adults are operating at a lower stage of cognitive development than previously believed, and, second, adults prefer learning in informal social situations. This article challenges the adequacy of the research analysis underlying these…

Defends the claims made in an earlier publication by the authors that inservice programs should be more experiential because the cognitive development of adults is less uniformly advanced than previously supposed and because experiential learning is more effective. Cites additional supportive research. (PGD)

Children were asked to judge the life qualities of a stimulus, justify their judgment, and judge again, after being given an anomalous probe. Analysis indicated younger children were unable to adhere to an original judgment when probed, while older children were. Results may reconcile previous empirical discrepancies in Piagetian research.…

Two stages of skill development are: declarative (facts are interpreted) and procedural (knowledge is embodied in skill procedures). Knowledge compilation moves skills from the declarative to procedural stage in subprocesses of composition, which collapses sequences of productions into single productions, and proceduralization, which embeds…

Results showed that students in grades two and four could be differentiated on the basis of simultaneous-successive factor scores and that the differentiation into high-high and low-low cognitive processing subgroups also differentiated Ss in their phonological awareness, disambiguation of ambiguities, appreciation of incongruities and riddles,…

The author describes an evaluation of persons with suspected learning disabilities. Two types of tests are considered (mental maturity and basic language skills) and examples of each are given. Sample profiles exhibiting irregular development of aptitudes are provided and observations from informal as well as formal assessment are suggested. (CL)

The relation between Piaget's logical theory of formal operational thinking and his account of cognitive development is discussed. Formal operational thinking was found to be a unitary construct, and both heterogeneity of performance and decalage were found to be smaller than a recent review had suggested. (Author/KC)

Indicates how research about the physiology and chemistry of the brain verifies the educational applications of Piaget's theory. Discusses maturation, experience, social transmission, and equilibration. (Author/DC)

Mathematics education is viewed as a process imbedded in social interaction. Alternatives to seven widely recognized modeling perspectives that provide conceptual foundations for mathematics learning are discussed. (MP)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

This paper is as much an attempt to catch some of the flavor of the man Peel as it is an exegesis of his work. It traces his special interests and contributions, especially his experimental extensions of Piaget in the realm of adolescent psychology. (Author/SJL)

This paper examines the nature of concepts and conceptual processes and the manner of their formation. It argues that a process of successive abstraction and systematization is central to the evolution of conceptual structures. Classificatory processes are discussed and three levels of abstraction outlined. (Author/SJL)

Reviews and compares the theories of Piaget and Vygotsky on the relationships between child language and thought, as presented in their respective works, "The Language and Thought of the Child" and "Thought and Language." (SJL)