Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)

Identifies and discusses a change in the theoretical bases of contemporary psychologists' views of infant development: the replacement of the constructs of energy, drive, and motive with cognitive constructs. (CM)

Explores "Writer-Based" (expressive rather than communicative) prose in relation to the theory of egocentrism and suggests its implications for the teacher of writing. (DD)

Briefly discusses similarities and differences between social and physical knowledge. Argues that the study of social cognition cannot be derived from, nor reduced to, the study of physical cognition, and that the social origins of knowledge need to be emphasized more in contemporary developmental theory. (Author/SS)

Attempted to determine to what extent the conservation concepts of young children change in the period between kindergarten and first grade. (DD)

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

The relationship between a student's stated preference for solving a problem and his/her actual problem methodology, concrete or abstract, was studied. Comparisons were made between formal and nonformal students. (MP)

This study attempted to determine whether a shift from complementary to similarity concepts occurred in preschool children prior to the shift from concrete-similarity to abstract-similarity concepts and had been observed among elementary school children. (Author/SB)

Qualitative identity, qualitative identity and equivalence conservation were assessed in 60 retarded boys and girls in three groups (mental ages 5.4, 6.3, and 7.5). Half the subjects were provided a memory aid while the other half were not. (MS)

The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (1) shared assumptions which govern the interpretation of replication studies, (2) the extent to which a stage can be meaningfully defined, and (3) the nature of the developmental process proposed…

A total of 35 variables descriptive of birth and obstetric complications, prematurity, maternal discomfort, and demographic status were studied for a sample of 322 infants. Factor analyses of these variables resulted in seven major factors that were used to predict developmental status at 1 year of age for 233 of the subjects. (Author/SB)

This study investigated the influence of knowledge of conservation on recall of an event by 4- to 7-year-old children. Changes in recall over time were found to follow an inconsistent pattern and seemed to be unrelated to changes in the subject's stage of development. (Author/JMB)

Picture-grouping and word-association tasks were used to evaluate the hypothesis that paradigmatic (same form class) word associates are not always categorical and may be a function of the child's understanding of interactive and categorical relations. (SB)