Results of a study involving 15 normally hearing and 15 hearing impaired 12-year-olds supported the cognitive basis of a language development curriculum for hearing impaired children. (CL)

Research on the relationship of cognitive processes and hemispheric specialization is reviewed. Considered are findings concerning dichotic listening, tachistoscopic image presentation, electroencephalographic responses, conjugate lateral eye movement, and creativity. (CL)

The Matching Familiar Figures Test was administered to 8- to 9- and 10- to 11-year-old learning disabled (N=30) and normal (N=30) boys. Time and error data were analyzed separately and in combination to yield two additional variables: impulsivity and efficiency. (Author)

The author considers definitions of "aesthetic," especially that offered by Woodrow Wilson in his essay on Adam Smith. Her major contention is that too much of aesthetic and other education is not very aesthetic, for it does not excite both senses and intellect nor develop the ability to generalize. (Author/SJL)

Ericson erred in his application of the Laudan model to the interpretation by Nicolayev and Phillips of Kohlberg's research program.

A thinking skill-oral language-reading continuum for hearing impaired students is described. (CL)

Discusses Jean Piaget's information-processing model of cognitive development. (FL)

Interviews with adolescents revealed that they have a complex "divided metaphysics" of subjectivity, based on a dualistic view of reality versus appearance. Certain conceptual methodological issues surrounding research into self identity are discussed. (Author/DB)

The author presents logic/strategy games to develop logical thinking in primary-grade gifted students. Procedures and materials are described for such games as Odd Man On, Even-Out, and Hex. A list of references on the development of logical thinking in young gifted, creative, and talented children is also provided. (SBH)

Presents a model of the development of desociocentering, decentering relative to the social group, which is based on Piagetian research and theory and Wernerian concepts. (Author/SS)

Describes past television research on children related to imagination and vocabulary, visual and verbal processes, and TV exposure and reading; and recommends that television be used with discretion, with other modes of information and entertainment--especially books--becoming a habitual part of a child's life. (CMV)

Examines first- , third- , and sixth-grade children's abilities to discriminate between the reality and fantasy of television programs. Lengthy clinical interviews were conducted with each of 36 children, including viewing and discussion of 12 videotaped program segments. (SW)

The authors challenge some of the conclusions reached about Piaget by Brian Rotman in his book. (MK)

Discusses the role of the teacher in helping children to develop their intelligence. (MKM)