Five experiments used a categorization habituation-of-looking paradigm to investigate infants' categorization of animals and vehicles based on static versus dynamic attributes of stimuli (color images versus dynamic point-light displays). Findings showed that 6-month-olds categorize animals and vehicles based on static and dynamic information, and…

Semantic or vocabulary errors were measured among 6 children with autism and mild learning disability (ages 7-8) and 6 with mild learning disability. Vocabulary errors were similar, except under extension, which was not used by children with autism. Children with autism tended to use all mechanisms in order to name something. (Contains…

Examines whether an individual's linguistic knowledge, either as a speaker of a particular language or as a bilingual, influences theory of mind development. Three- and four-year-old English monolinguals, Mandarin Chinese monolinguals, and Mandarin-English bilinguals were given appearance-reality, perspective-taking, and false-belief tasks.…

Clarifies features of Smith et al.'s attentional learning account of object naming, arguing that Booth and Waxman's findings address tenets not in the attentional learning account while not addressing one of the central tenets of the attentional learning account. Suggests that the debate about the nature of children's language and cognition would…

Responds to Smith et al.'s work on relations between perceptual, conceptual, and linguistic knowledge in early word learning and discusses treatment of evidence. Asserts that Smith et al.'s commentary fails to engage data presented and their implications. Asserts that learners seamlessly integrate perceptual, linguistic, and conceptual information…

A mental fitness program taught goal setting, critical thinking, creativity, positive attitudes, learning, memory, and self-expression to adults over 50 (n=22). Pre/posttests of depression and cognition revealed significant impacts on mental fitness, cognitive confidence, goal setting, optimism, creativity, flexibility, and memory. Not significant…

Describes four learning characteristics that make learning and doing mathematics difficult for students with special needs. Discusses instructional strategies that make learning and doing mathematics attainable for these students in the context of a vignette based on real-life experiences. (YDS)

A mail survey was used to investigate 5-year trends in Japanese mothers' reports of their 3-year-olds' cognitive, psychomotor, and social developmental attainment. Findings indicated significant decreases in all domains, not attributable to changes in family structure, although scores were higher among children in nuclear families than in extended…

Investigates the development of park visitors' knowledge, values, and beliefs during their visit to the Midway Geyser Basin. Draws on prior work in the areas of museum and informal education, and public understanding of science and cognitive psychology. Interprets the results in terms of park visitors' knowledge systems, how the experience…

Utilizes Robert Kegan's model of cognitive development to explain the challenges of achieving substantive institutional change. Asserts that effective leaders must create learning environments that support the reflective practice of "surfacing, sharing, and testing" new mental models (e.g., images and assumptions) in order to sustain…

Describes how infants and toddlers learn to use action, object, picture, and word symbols, and offers suggestions for educators and caregivers to facilitate symbol use. Discusses how adults can introduce books to young children and enhance the symbolic aspect of the care and education program. (KB)

Examines developmental and individual differences in the effects of gender schematization on young children's memories for gender-typed information, and investigates the interactive effects of children's age, gender schematization, and verbal labeling of information on preschoolers' memories for gender typed information. (JS)

Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

The paper notes A. Hore and W. Tryon's support of the developmental position that persons with and without mental retardation of similar mental age show similar cognitive patterns, but suggests that mental age is psychometrically invalid and Piagetian tasks are inappropriate to evaluate this position. An information processing approach is…

Reviews recent research on the effect of day care on the intellectual development of advantaged children. Some researchers report beneficial effects, while others report a negative effect on cognitive functions. (RJC)