Results suggested that children with Downs Syndrome are at the same level of cognitive development as are nonretarded children at the onset of both comprehension and production of object names. Soon after language acquisiton begins, however, early vocabulary development of children with Down's Syndrome begins to lag behind their cognitive…

Fifty-five dyslexic and 30 normal readers (8-12 years old) were administered the K-ABC. Normal readers demonstrated significantly higher scores on the cognitive subtests of "Hand Movements,""Number Recall, Word Order," and "Matrix Analogies" as well as on each achievement subtest, the "Sequential" and…

The article outlines the parallel development of cognition and language and describes Piagetian-oriented assessment approaches. (CL)

Developmental stages in causal reasoning and causative expression are outlined to provide comparison with preschool handicapped children. Three stages within the preschool range are defined in terms of changes in causal schemes, field of centration, and experimental attitude and skills. Suggestions for assessment and special education are made.…

In three experiments young children were asked to reconstruct an array of objects after they had imagined its appearance following either a rotation of the array or a change in their own position. Results indicated that young children, although apparently egocentric, can imagine themselves in a new position with a new perspective. (Author/SB)

Several aspects of memory development are discussed within the framework of memory research: the development of representational abilities; the development of the propensity to represent; the development of mnemonic strategies; the development of a general information base; the development of familiarity with different types of stimulus…

Evidence indicates that the newborn infant must first develop cognitive systems, through his experience with various stimuli, to differentiate each modality separately before he can integrate any two modalities in classical conditioning. (Author/NH)

Study indicates that for children, but not for adolescents, the number of concepts produced was inversely related to the level of abstractness of the stimuli. (Author/MG)