Topics briefly discussed include awareness or consciousness, recollection, reconstitution, and conceptualization; the nature of causal exploration and contradiction; and conservation. Examples are provided in relation to children's perception. For related articles, see TM 501 289 and 290. (RC)

This study was designed to provide empirical support for viewing personality development from a cognitive framework. With controls established for IQ and socioeconomic status, 75 children between 6 and 15 years old were classified by level of cognitive functioning according to Piaget's system. (CS)

A precise formulation of both cognitive structure and its related theory is provided through use of the mathematical theory of categories. Weaknesses and imprecision in cognitive theory are identified. Using category theory, cognitive structure and related Piagetian theoretic terms are precisely defined and some interrelationships are discussed.…

The purpose of the current article is to highlight the importance of operant techniques in developmental research. Although many researchers employ operant techniques within their individual fields of study, the pervasive nature of these techniques is not often acknowledged in the general literature. The present article describes the history of…

Investigates whether procedural differences or developmental changes account for the ambiguous results obtained in previous research on the affective consequences of mere exposure to visual stimuli with 7-, 9-, and 11-year-old children. (Author/ED)

The essential components of self-paced systems are frequently prohibitive in cost for implementation for all students. Selection of students who can profit most from individualized programs can be made by choosing students in upper and lower extremes in mental ability who possess certain elements in their cognitive styles. (Author)

Presents two studies which investigated the importance of subtle contexture factors on the young child's performance on cognitive problems--specifically, conservation. (ST)

The influence of perceptual factors and language comprehension on quantity judgments (number conservation) was assessed in children, aged 2-5. (ST)

A group of early childhood teachers in an effort to reinforce the child development approach and counteract pressures for early rote learning, describes some specific cognitive learning events which can be found in the spontaneous play for young children. (ST)

Activities used in a British infant school are described, as well as methods for teaching mathematics to young children. The influence of the Nuffield Project on mathematics instruction is also discussed. (JP)

Reports on preliminary attempts to find a set of non-linguistic categories in minimally verbal infants. A methodology suitable for the presentation of semantically-defined concepts (agent and recipient) was developed. (Author/ED)

Presents exploratory activities for preschool children as they seek to become acquainted with the world about them. Some of the ways in which these experiences involve science concepts are discussed. (Author/EB)

This research review indicates that immediate developmental gains demonstrated in compensatory preschool education programs are soon dissipated, and offers possible reasons for this effect. It is suggested that compensatory programs be reexamined and further research conducted to find how to make preschool programs more beneficial. (GO)

Chapter 4 in Life Skills in School and Society.