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Lambert, Wallace E.; Tucker, G. Richard – Psychology Today, 1973
Descriptors: Academic Achievement, Bilingualism, Cognitive Development, Educational Experiments
Peer reviewedKilpatrick, Doreen L.; Spreen, Otfried – Psychology in the Schools, 1973
The analyses of data obtained from bain damaged and normal children of 9 to 11 and 12 to 15 years indicate that the IHCT is a better discriminator between brain damaged and normal Ss in the older age group. A shortened version of the IHCT produced for this study showed the same results. (JC)
Descriptors: Children, Cognitive Development, Educational Research, Handicapped Children
Peer reviewedFurby, Lita – Human Development, 1972
A pretheoretical model of cognitive development is proposed which is based on the empirical establishment of Gagne's cumulative learning sequences. (Author)
Descriptors: Cognitive Development, Compensation (Concept), Conservation (Concept), Learning Theories
Peer reviewedGreenberg, David J.; O'Donnell, William J. – Child Development, 1972
Study attempted to determine the viability of optimal level theory as it pertains to infant perceptual and cognitive development. (Authors)
Descriptors: Age Differences, Cognitive Development, Data Analysis, Infants
Whyte, Lillian – Special Education in Canada, 1972
Described is an application of Jean Piaget's model of cognitive development of normal children to the cognitive development of trainable mentally handicapped children. (CB)
Descriptors: Cognitive Development, Exceptional Child Education, Mental Retardation, Models
Dickstein, Louis S. – J Consult Clin Psychol, 1969
From a sample of 51 male college students prospective span (PS) in TAT stories was related to two cognitive tasks requiring anticipation, Mazes Test and Seeing Deficiencies Test, but unrelated to Vocabulary and Information subtests of WAIS. PS was negatively related to academic grades. Reprints available from author, Department of Psychology,…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Development, Expectation
Peer reviewedRoberge, James J. – School Science and Mathematics, 1972
Examines the feasibility of including instruction in common schemes of inference in the elementary grades. (CP)
Descriptors: Abstract Reasoning, Cognitive Development, Educational Research, Elementary School Students
Peer reviewedLewis, Michael; And Others – Child Development, 1971
Descriptors: Attention, Attention Span, Cognitive Development, Difficulty Level
Peer reviewedD'Heurle, Adma; Feimer, Joel N. – Elementary School Journal, 1971
Serious efforts in the direction of a theory of education must re-evaluate the broader significance of play and reappraise its role in human experience. (Authors)
Descriptors: Child Development, Cognitive Development, Educational Philosophy, Educational Theories
Peer reviewedLarsen, Gary Y.; Abravanel, Eugene – Merrill-Palmer Quarterly, 1972
The conservation of distance and of length and the awareness of the horizontal and of the vertical do seem to significantly precede the measurement of length, but the results did not indicate that these four tasks have any developmental order among themselves. Bibliography, charts. (Author)
Descriptors: Cognitive Development, Conservation (Concept), Development, Perception
Taylor, John F.; And Others – Amer J Ment Deficiency, 1970
Descriptors: Cognitive Development, Exceptional Child Research, Growth Patterns, Mental Age
Peer reviewedGood, Ronald G. – Science and Children, 1971
Descriptors: Cognitive Development, Cognitive Processes, Elementary School Students, Problem Solving
Peer reviewedBirns, Beverly; Golden, Mark – Merrill-Palmer Quarterly, 1972
Descriptors: Cognitive Ability, Cognitive Development, Intellectual Development, Intelligence
Peer reviewedVoyat, Gilbert – Childhood Education, 1972
What is questioned here is not the teaching of words but their premature imposition upon the child before he has acquired the concepts that underlie them. (Author)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Language Acquisition
McManis, Donald L. – J Genet Psychol, 1969
Gross comparisons (easiest) were solvable by all; intensive comparisons (medium difficulty) were inversely related to IQ, and extensive comparisons (hardest) were easiest for low IQ, low M.A. and high IQ, high M.A. retardates. (MH)
Descriptors: Cognitive Development, Comparative Analysis, Handicapped Children, Logical Thinking
