The relationship of Piagetian level of cognitive development to field-independence-dependence was examined in 20 school children aged 10-17, in northern Belize, Central America. (MP)

Examines the relationship between class inclusion and age and indicates that class inclusion frequently appears to develop at a much later age than is suggested in Piaget's writings. (Author/MP)

One hundred and thirty-two children were selected from kindergarten and fourth grade to serve as subjects in an experiment which investigated the effects of cognitive development and need states on altruistic behavior. (Author/DB)

Twenty-one male and 21 female adolescents were tested individually for conservation of mass, weight, and volume. (CM)

One-year-old middle-class infants (N=41) were observed in a free-play setting, administered 11 structured tasks to assess their persistence in mastering tasks, and given the Bayley Scales of Infant Development. As part of another study, home observations were available for 40 of the infants at age one and for 23 of the infants at six months of…

To investigate a cognitive-developmental explanation of attachments between grandparents and grandchildren, three groups of grandchildren (mean ages 4.6, 9.3 and 19.2 years) were studied. (Author/MP)

Argues that the simplification strategy of research is useful for understanding the basic cognitive processes that are necessary for mature performance in conservation, transitivity, moral judgment, causal inference, and other Piagetian tasks. (JMB)

Discusses a study that shows that young children were not consistently able to find the main idea in nonverbal material. Suggests that children at grade three might effectively respond to instruction in finding the main idea and that children in grade five should have little difficulty with this task. (TJ)

In an attempt to assess the status of the object concept, visual fixation and cardiac deceleration were recorded for 36 infants, 20-24 weeks old, during three kinds of events in which objects moving on a linear trajectory were temporarily occluded by a screen: (1) a familiar object appeared on both sides of the screen; (2) a novel object appeared…

It is argued that the dialectical model of memory development seems more promising than behavoristic, information processing and contextual models. (MS)

A dialectical approach to memories and memory abilities requires attention to relations of reciprocal causality both between the individual and society and within the individual. The challenge of the dialectical approach is to persist in insisting on change. (MS)

Reports two studies which examine the cognitive demands of nominal realism tasks. Subjects were kindergartners, first graders and second graders. (Author/JMB)

An empirical test of alternative claims by Bryant and Piaget concerning the development of invariance of quantities in 3- and 4-year-old children was made. Results support the Piagetian thesis in showing that those subjects respond with stereotypic strategies rather than by an invariance of number principle. (Author/JMB)

Study examined Vygotskian hypotheses about functions of preschoolers' private speech: that it facilitates independent task performance and escorts task success. Analysis of task performance indicated that adult scaffolding led to more private speech; relevant private speech after scaffolding led to more success; and private speech was related to…

Examines the use of iconic representations in young children from a Vygotskian perspective. Uses analysis of children's drawings as basis for argument that iconic representations are narrative in nature: children supplement drawings with verbal symbols to ensure that intended meanings are clear and thereby learn to carry out semiotic activity and…