The psycho-philosophical issues involved in the shift to a dialectical perspective in early Soviet psychology are reviewed in order to clarify the implications of the dialectical method for contemporary Western cognitive psychology. (JMB)

In order to determine the effects of malnutrition on children's cognitive abilities, the McCarthy Scale of Abilities was administered to 118 Nigerian children between the ages of 2 1/2 and 6 years who came from "well-to-do" urban and "poor" urban and rural environments. Scores of malnourished children were lower than those of…

Reviews recent empirical findings toward three cognitive developmental perspectives: the fears of infancy, the discontinuous quality of stages in cognitive functioning, and the capacity for resilience in cognitive development. (DEP)

Individuals are classified in a cross-classification table where two behavioral observations on each individual determine the classification. The problem is to test certain structural models assumed to underlie the cross-classified observations. A minimum chi-square test procedure is proposed. (Author)

Cognitive functioning at 15 months (as measured by the Uzgiris and Hunt scales) was examined in terms of individual differences in habituation of independent groups at 2, 3, and 4 months of age. (Author/JMB)

Assessed 3- to 7-year-old children's sensitivity to logical necessity by contrasting performance in insufficient and sufficient information conditions. A search task used in Experiments 1 and 2 allowed children to search for additional information in insufficient conditions. A judgement condition used in Experiment 2 required a "can't tell"…

Kail responds to Stigler and others' criticisms of Kail's 1986 article and maintains that their criticisms are incorrect or implausible. He agrees with their conclusion that theories of cognitive development must include both domain-specific and general processes. (RJC)

Reviews two books, the first of which explores how children conceive possible ways to solve problems and differentiate among real, possible, and necessary solutions. The second book explains the construction of knowledge as a dialectical tension of the opening of new possibilities constrained by increasingly stronger necessities from which a…

Investigated whether and how children age 5 to 7 employed counting to measure and integrate the duration of two events, which were accompanied by metronome beats for half the children. The rhythm enhanced use of counting in younger children. By age 7, most counted spontaneously, using sensible counting strategies. (SKC)

Difficulty with adjustment to sexuality by adolescents has been of increasing concern to both educators and human service professionals in recent years. The cognitive development and behavior of adolescents as it pertains to sexuality and the implications for helping them overcome maladaptive sexual behavior is discussed. (Author)

Studied 2 1/2- to 6-year-old children's judgments of age category and relative age of stimulus faces, using a paired-comparison task. Faces showed variations in craniofacial profile shape, frontal face feature vertical placement, and facial wrinkling. (Author/NH)

Production frequency of exemplars for 16 categories was obtained from institutionalized mentally retarded adults and compared with those of nonretarded children, adolescents, and adults with the typicality ratings of the same retarded Ss. Production frequency of exemplars by retarded and nonretarded persons was remarkably similar. (Author/CL)

Twenty first-grade hearing Ss were significantly quicker than 16 grade-one and 23 grade-four deaf children to respond to changes in pictures presented to them and to demand an explanation. Of the deaf Ss, those who were less tolerant of ambiguity were more advanced in their development of social cognition. (CL)

Twelve nondisabled adolescents were superior to 12 learning disabled students in performance on all types of strategy transformations presented on simple arithmetic computation tasks. Significant ability-group differences emerged on reduction to answer, saving partial results, unit building, and alternative method transformations. Results…

Alternative ways of linking Piagetian theory to the teaching of reading are proposed, including a constructivist approach to reading and a fresh look at the capabilities of the preoperational child. (SK)