Reviews the theoretical assumptions of Kohlberg's cognitive-development analysis of moral reasoning; discusses the construction of moral education programs along Kohlberg's principles; and emphasizes the psychological processes which account for the growth of moral reasoning during adulthood. (Author/AYC)

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

Annotates books and articles that would be useful to someone who is becoming acquainted with the new rhetoric, that take note of the research and theory developed in the last two decades, and that seek a paradigm for rhetoric that will take into consideration changes in attitude and knowledge. (HOD)

Aims to develop new procedures to collect and analyze data pertaining to spatial development, to explicate a neo-Piagetian model within which these data can be examined, and to assess the validity of this model in tasks requiring perceptual skills and/or rotation (perspective) skills. (RH)

The "Think It Through" videodisc and computer program is designed to develop independent thinking skills in intermediate-age hearing impaired students. The program combines a videodisc (visual storage medium) and a microcomputer to present interactive problem solving tasks. (CL)

Argues that it is both possible and desirable to teach history to children in the elementary grades and that it would be educationally beneficial to substitute a history curriculum for the present elementary social studies curriculum. Contends that those who infer curricula from psychologists' findings are confusing concept and content. (Author/WD)

Cognitive and attentional deficits were assessed in school-age children with either a schizophrenic, an affectively disordered, or a normal parent (N=675). Children whose parents met the more stringent criteria for schizophrenia performed somewhat more deviantly than children whose parents met more general criteria. (Author)

The relationship of object permanence and classification skills to receptive and expressive language development was investigated in infants. Object permanence, classification, and parent-child verbal interaction ratings were about equally related to language comprehension functioning, while permanence was more strongly related to language…

The failure to appreciate the nature of adult development and its relationship to learning and teaching is in part theoretical and in part due to weak research methodology. New and more effective methodologies use a combination of cross-sections of groups and longitudinal studies. Consideration of adult learner self-concept is also vital. (MSE)

If human cognitive development advances through a series of broad and general stages, then the child's mind at any developmental point should seem consistent and similar across situations in its maturity level and general style. However, there appear to be factors and conditions that promote homogeneity and heterogeneity in the child's cognitive…

Referring to cognitive competence as a collective term of cognitive behavior as considered by Piaget and Hunt, a theoretical frame of reference based on Brunswik's unit and Wohlwill's conceptions of the environment as a source of stimulation versus the environment as a context for behavior is discussed. (Author)

In response to the preceding article, the authors contend that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences. (KC)

First and fifth graders in two IQ groupings reconstructed pictures which were variations on a prototypic picture. In subsequent recognition, children gave confidence ratings on the "oldness" of the pictures. Prototypes were recognized with most confidence. Younger and lower IQ children were less sure about noncases being "new".…

Discusses the primacy principle theory which says that political orientations learned during childhood shape all subsequent political attitudes and limit all later attitude changes. The authors argue that there is little evidence supporting the theory and that cognitive development theory casts further doubt on its validity. (AM)

The purpose of this research was to examine developmental changes in the knowledge about what variables affect performance on the incidental learning task. Kindergarteners, second graders, fifth graders, and college students indicated on a rating scale how many animals a hypothetical person would remember under easy and difficult levels of each…