In retelling 20 stories, 23 nursery-school children often refused to produce sentences in which causation was stated directly, but readily retold causation-implied utterances. Other results are discussed. (Author/RM)

The cognitive, linguistic, and academic skills of two groups of children were examined following an innovative bilingual education program. Results indicate that the Experimental children are similar to their English-speaking controls in terms of academic, linguistic and cognitive skills. They function well in French, although without native…

Taba objectives seek to modify teaching methods so that directive, teacher-dominated techniques, which encourage primarily the recall of cognitive information, are replaced by supportive instructional techniques, which encourage more complex levels of thinking such as drawing conclusions and inferences. (JD)

Attempted to determine (1) whether children's performance on Luria-type delay tasks is related to social class, IQ, and age; (2) whether performance is consistent or reliable on different delay tasks and at different ages; and (3) whether children's performance is related to the type of delay task and length of delay interval. (Author/SB)

The present study was designed to assess the preschool's contribution to the social, physical, and cognitive development of children in a normal, upper-middle socioeconomic level community. (BD)

Argues that verbal and non-verbal cues initiated by science teachers affect students' willingness to explore their own ideas. States that changes in such teacher behaviors are necessary before the conceptual changes sought in science education can occur. (AEM)

Challenges the assumption that the human brain grows in a smooth upward curve, provides an alternative explanation for how children learn, and establishes a developmental foundation for how counselors can facilitate intellectual, social, and emotional growth of students. (ABB)

Links thinking to intellectual, moral, and emotional responsibility and invites school administrators, teachers, students, and parents to think about thinking beyond academic tasks in order to eradicate nonthinking "I thought" processes that cause irresponsible acts. (JK)

The importance of social influences in cognitive development is illustrated in the context of the teacher's role in educating exceptional students via examples of instructional communication, teacher cognition, and communication that enhances retrieval. A pentrahedronal model which relates the instructional agent, learner characteristics, learning…

A review of recent research trends in Italy regarding cognitive and communicative development of deaf children indicates that deaf children's potential for communicative and cognitive growth is enormous. This potential may be realized if provision is made for an educational environment based on a multiple code, gestural communication, spoken…

A Michigan elementary school has developed an unusual six-tier grading structure to accommodate the needs of children at different stages of development. They provide half-step classrooms that allow students to move forward in school at a rate that allows success. (MD)

Offers a critical analysis of Kohlberg's moral development theory. Claims that the theory misses a level of operative structures and needs to have its stage descriptions revised. Concludes by considering instructional implications. (Author/JDH)

Children 2 through 6 years of age were interviewed, and their parents and teachers completed a questionnaire about their perceptions of play. Most parents defined play as something for fun or amusement, while teachers saw it both for fun and as an opportunity for cognitive and social development. (PCB)

Examines the development of work perceptions in adolescents (12 to 18 years old) from a relational-developmental perspective. From this viewpoint, adolescents' perceptions and understanding of work and related areas, such as employment and unemployment, varied across age and, to a limited extent, across levels of formal reasoning operations.…