Describes initial steps to determine characteristics of students and teachers with award-winning marine science projects selected by the National Marine Education Association. Thirteen student/sponsor pairs (1 zoo employee, 1 marine research employee, 11 high school teachers) completed instruments assessing learning/teaching styles, attitudes, and…

Explains current practices in gifted education as they relate to the schools' role in legitimating existing patterns of social stratification. Argues that schools provide noncognitive instruction to gifted students to thwart their development as intellectuals. Evaluates the extent to which gifted education programs are elitist. (KH)

Explores children's understanding of a variety of interpersonal events, focusing mainly on the question of whether, and in what way, their conceptions of these events were heterogeneous or undifferentiated. (HOD)

Explores possible influences on children's early development that originate with parents, grandparents, and even more distant family relations. Explains how these transgenerational influences may provide deliberately articulated strategies for child-rearing or may represent unstated, background values that have unconsciously been incorporated into…

A cognitive social learning model for stress moderation was tested using 531 junior high school students. Higher levels of stress were found for younger students, White students, females, and those with upsetting life events. Locus of control, Type A personality, and knowledge of stress did not appear to moderate levels. (Author/MT)

The study examines the writing of college freshmen on expository, argumentative, and speculative tasks by means of the Crediton cognitive model in order to describe how and why they evoke the range of responses they do, and why particular cognitive strategies are drawn on. Conclusions are presented and discussed. (Author/CT)

Investigated the different levels of response 60 primary children had to literature in the classroom and examined the differences in terms of stages in cognitive development. (DF)

Preschool, third-grade and sixth-grade children, and adults were shown vignettes depicting eight types of experiences and asked for their own (for children) or the children's (for adults) expected emotional reactions. Overall, adults showed an absence of developmental considerations in their implicit theories of children's emotional…

A synopsis of research on language, cognition, and communication in deaf students and adults explores basic linguistic processes, evaluates present understanding of sign language as a language, and relates language to ethnicity and biculturalism, concluding that American Sign Language should be the preferred language of instruction. (Author/CL)

Tested infants in their second year with a box task to determine whether they would show a hand preference in solutions involving complete differentiation of roles for the two hands. (HOD)

Examines development of event memory by determining how personally experienced events with two types of structure were reported by kindergartners and adults. Events in making and playing with clay were organized causally and temporally. Results show that adults and children used a goal-based hierarchical structure to remember events, although use…

Second and third graders and fifth and sixth graders were tested in a very large, unfamiliar environment to determine the relation of their knowledge of an abstract reference frame to performance on a spatial inference task. (HOD)

Describes three experiments that examined how children (4- to 11-year-olds) use their knowledge of the attributes of living things to infer whether particular objects are alive. (HOD)

Examines children's understanding of what variables and relations are important in problem structures, and their use of these variables and relations in problem solving. (HOD)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)