Asks reader to look beyond Seville Statement, Social Darwinism, and utopian ideals and come to understand ethical imagination more fully as it relates to peace studies. Examines Seville Statement and its opposition to Social Darwinism. Explains how ethical imagination serves to provide radical alternative to biological determinism. (Author/NB)

Testing of the similar structure hypothesis (which states that when matched for level of cognitive development, mentally retarded and nonretarded individuals do not differ in cognitive processes) with 40 mentally retarded adults and nonretarded mental age peers on Piagetian tasks found the developmental theory favored 4:1 over the difference…

Investigates the relationship between self-recognition and self-evaluative emotions in two studies on 27 children aged 9-24 months and 44 children aged 22 months. The results of both studies indicate that embarrassment but not wariness was related to self-recognition. (RJC)

Concurs with Myra Kogen's article ("Journal of Basic Writing," v5 n1) which questioned current applications of cognitive theory to basic writing research. Argues, from the perspective of cognitive psychology, that these applications are undermined by false assumptions and flawed methodology. (MM)

Five experiments involving children of 4-11 years investigated partonomic knowledge and its relation to the use of taxonomic organization. Results suggest that children are sensitive to parts of common objects and appear to be able to use this sensitivity to group objects in abstract, function-based, superordinate categories. (RJC)

Two experiments demonstrated that by the age of four years, children can use the difference between an object's initial and final state to work out what happens to an object when it changes. In contrast, three-year-old children have difficulty in using the difference between initial and final states to make a causal inference. (RH)

Used the Piagetian interview and observation to investigate the understanding of death of 378 children of 2-10 years. Results showed that most children revealed a well-structured understanding of death at 4-5 years. (RJC)

This paper (1) deals with the misconceptions that prevail regarding moral education; (2) rationalizes the need for an understanding of morality; (3) highlights Kohlberg's cognitive development morality; (4) discusses moral education; and (5) rationalizes the need for further research. (JOW)

Reyna and Brainerd supplement arguments they made previously in this issue by advancing five additional reasons for preferring output-interference explanations over the resources hypothesis. (RH)

Investigated 314 young children who had neonatal hyperbilirubinaemia. Results indicated that these children managed less well in neurological and psychological tests, had poorer school marks, and more often attended special classes than did members of the control group. (RJC)

Two studies found infants' scores on the Range of State Cluster of the Neonatal Behavioral Assessment Scale with Kansas Supplements to correlate significantly with visual discrimination performance at three months of age. The correlation with behavioral state organization contradicted the prediction that orientation scores would predict visual…

Examined two- to four-year-olds' and adults' internalized representations of the sizes of buttons, plates, and shoes in five experiments. Results suggested that three- and four-year-olds had accurate knowledge of the typical sizes of buttons and plates. Two-year-olds demonstrated accurate internal representations of the sizes of shoes. (RJC)

Discusses two cognitive models that are appropriate for the study of language acquisition: the "holodynamic" model, and the "production systems" model. (CFM)

Three experiments using the familiarization-novelty preference procedure confirmed the hypothesis that three-month-old infants could form categorical representations of spatial relations above and below. The infants, after being shown a familiarization diagram with a dot appearing in multiple locations below a line, showed a preference for a novel…

Examines Vygotsky's notion of two main lines of psychosocial development--the natural and the cultural--in light of contemporary Marxist debates concerning the relationship between the "material" and the "social." Argues that an adequate account of Vygotsky's theory must ground the social construction of cognition in a…