Examines the use of Honig's 12 tasks of early childhood learning in conjunction with a varied curriculum to enhance children's interest in and acquisition of information about dinosaurs. (BB)

Defines learning disabilities and delineates characteristics of learning disabled students. Outlines steps to be taken by college geography departments for students who enroll in introductory-level geography classes. (SLM)

Describes dilemma discussion approach used in 10-session program, based largely on cognitive-developmental theory, that is aimed at helping middle school students progress in their reasoning about using drugs. Ways in which the program provides students with opportunities to examine their current reasoning on drug use, consider peer perspectives,…

Reports on collaborative effort at Seattle University to bring closer together academic and student life administrative components. Describes typical academic and student life model and "Horizon Model" that structurally integrates academic and student life missions to promote student cognitive and affective growth. (Author/CM)

Phonological awareness is explored as a process for studying the cognitive deficits of dyslexic children without undermining the assumption of specificity. Discussed are the operation of Matthew effects, the importance of strict psychometric criteria in dyslexia definitions, and recognition that dyslexia represents an arbitrary criterion in a…

Focused on (1) the effect of mother-child interaction during a problem-solving task on subsequent, independent child performance; and (2) the variability in the division of task responsibilities and maternal regulation of the child as a function of task difficulty, child age, and task component. Participants were 60 three to five year olds and…

Reports on a study of 18 pairs of mothers and infants of 14-22 months to determine the cognitive and social development of the child in its second year. Results support the prediction that a new stage of development is achieved between 18 and 22 months in both cognitive and social domains. (RJC)

A framework for staff development which focuses on acquisition of pedagogical language is presented as a means to increase teachers' cognitive complexity about the teaching-learning process. The language and concepts found in educational theory and research are key factors in enabling teachers' reflective instructional decision making. (JD)

Investigates the development of understanding of quantity in 36 children with Down's Syndrome. Findings confirmed similarities in sequence of development between Down's Syndrome children and nonretarded children. Down's children who received training recognized conservation of continuous and discontinuous quantity. (RJC)

Research indicates that early cognitive intervention typically yields short-term advantages for children and their parents. Long-term effects are not maintained unless: intervention sets off a chain of positive consequences, and the whole life span is taken into account. Long-term change efforts should incorporate familial and psychosocial…

Discusses the results of a study designed to determine the metalinguistic awareness of 45 preschool children (15 elementary school children were included to determine the effect of school attendance). The children wre given 3 "metalinguistic" tasks: judging the acceptability of sentences, dividing words, and judging the coherence of…

Introduces the common theme among the papers presented in this issue, the development of working memory. Underlines the two different approaches presented. The neo-Piagetian perspective attempts to capitalize on the insights of Piaget's work by proposing information-processing accounts of cognitive development. The second perspective stems from…

Attempts the theoretical rapprochement of two theoretical constructs on working memory, neo-Piagetian models and Baddeley's model. Summarizes both types of models, then discusses their similarities and differences. Presents the results of a longitudinal study that supported the idea that these models might be complementary rather than…

Studies gender patterns in five- and six-year-old children's social interactions with one another and variables that may influence these patterns. Findings suggest that differences between boys and girls in the use of aggravated behavior in interaction style is strongly influenced by the nature of the activity being performed and by the gender of…

Presents background information about Vygotskian theories. Describes Vygotsky's Zone of Proximal Development (ZPD). Discusses a model of attitude development that incorporates the ZPD, meta-awareness, the components of an attitude, and factors influencing attitude development. Suggests educational implications. (45 references) (MDH)