It is proposed here that adults process orientation information at different levels and that these levels correspond to developmental stages in the coding of orientation in childhood. (Author)

The debate concerning whether moral education should be taught in the schools is dominated by two views. One advocates values clarification, and the other calls for cognitive moral development. (AM)

Inferential questions were found to elicit longer responses than factual questions, reflecting complexity and the use of higher cognitive processes. (MKM)

Available from: Arthur Retlaw and Associates, Inc., Suite 2080, 1603 Orrington Avenue, Evanston, Illinois 60201. A sample of 4-year-old children (n=111) with PKU (phenylketonuria) who were placed on dietary therapy between 3 and 92 days of age were assigned to two treatment groups based on "moderate" and "low" serum…

Presents a study of the development of conservation of weight among socially deviant adolescents. (BD)

Reviews the theories of Piaget, Smilansky, Sutton-Smith, Vygotsky, and others on the role of play in child development. (SB)

The effects of perceptual and cognitive factors on information processing in visual periphery were studied in 5- and 8-year-old children and in adults. Subjects judged either the similarity (Study 1) or identity (Study 2) of geometric forms. (Author/SB)

This experiment was designed to determine whether children's inability to discriminate mirror-image oblique lines is a function of encoding in memory the left-right orientation or the degree of slope of an oblique line. (Author/SB)

Using Quay's typology, three equal groups (n=12) of adolescent psychopathic, neurotic, and subcultural delinquent males and a matched nondelinquent control group were individually administered Kohlberg's structured moral dilemmas, two Piagetian tasks of cognitive development (pendulum and balance), and an adaptation of Flavell's role-taking task.…

Twenty subjects at each of four age levels (8, 10, 12, and 18) rated linguistic units of prose passages in terms of their importance. Third- and fifth-grade subjects did not differentiate items in terms of their relative importance to the text and at all ages such judgments were related to recall. (Author/JMB)

Children of 200 low-income families were studied to determine possible deleterious outcomes due to maternal employment in the child's first 3 years of life. When 8-year follow-up data were controlled for maternal variables, 30 differences in outcomes were found, 27 of which favored children of workers. (Author/JMB)

Examined the relationship of ability to conserve and comprehend of logical riddles in 33 first-, third- and fifth-grade boys of average intelligence. Although both riddle comprehension and cognitive maturity as assessed by Piagetian tasks increased with grade, the relation between them was not clearly demonstrated. (Author/JMB)

The development of perspective taking was explored in kindergarten and second grade children using a referential communication task. (BRT)

Cognitive and behavioral measures were administered to heterogeneous and homogeneous Mexican-American and Anglo groups at the beginning and end of the prekindergarten year. The results suggest that the learning environments of both homogeneous and heterogeneous groups have a facilitating influence. (SB)