Eight-year-olds were able to make inferential judgments based on transitive size relations, while 6-year-olds were not. In addition, more older than younger subjects evidenced serial ordering, presumably a prerequisite for transitive inference. (MH)

Consistent age changes suggest 2 overlapping developmental dimensions: (1) The ability to deal with visible versus invisible displacements, and (2) with nonsequential versus sequential displacements. Other findings are included. (MH)

Discusses theoretical and practical questions regarding the development of pride and shame in children, which is claimed to be linked to both cognitive-developmental factors and socialization. Specific developments through childhood and adolescence in the conditions that produce pride and shame are proposed. (Author/RH)

Argues that the status of the concept of equilibration is classified by considering Piagetian theory as a research program in the sense elaborated in 1974 by Lakatos. A pilot study was made to examine the precision and testability of equilibration in Piaget's 1977 model.(Author/RH)

Describes three unique characteristics of adult thought: (1) an understanding of the relativistic nature of knowledge, (2) an acceptance of contradiction as a part of reality, and (3) an integrative approach to thinking. Analysis of the philosophical foundations of these characteristics is followed by critical examination of current studies of…

Twenty-one mentally retarded children (8- to 16-year-olds) were asked to make various types of comparisons between sets and subsets of objects. Results showed that they succeeded when the comparison involved numerically unequal subsets of objects within the same set. (Author)

Offers a discussion of contemporary theories of moral development, discussing both cognitive and affective positions and proposing an alternative third position as a resolution of the first two. The proposed alternative is based upon the model of the subject within communicative relations, whose life involves constructing reality through social…

It has been well established that all learning is developmental, and involves reorganization and continual reconstruction of complex structures that begin to develop at an early age. This theory can best be applied to instructional practice if cognitive development is conceptualized as a hierarchical process rather than as a continuum. (Author/GC)

The article is concerned with the alleged above average IQ of deaf children with deaf parents. Data are reported which show that, when the cognitive ability of such children (8 to 11 years old) is compared with that of genetically deaf children with hearing parents, no difference is evident. (Author)

The paper suggests the potential of intelligence theory in guiding the development of educational programs for the mentally retarded. (Author)

A teacher reports on class activities used to teach gifted seventh- and eighth-grade students the thinking skills of application, analysis, synthesis, and evaluation. (DB)

Thirty blind students (6-11 years old) were administreed a Piagetian task illustrating the shift from topological to projective and Euclidean representation of space. (Author/CL)

Outlines a life-span model which extends Piaget's theory of cognitive development to adulthood. (SS)