Replies to Akiyama's critique, pointing out areas of agreement between the Kim and Akiyama studies and areas of disagreement. Concludes that, contrary to Akiyama's argument, the Kim (1985) data would not directly challenge the cognition primacy hypothesis in any serious manner. (RH)

Critiques an earlier article by M. Frauenglass and R. Diaz reporting their study on the interaction between private speech and cognition. Argues that their interpretation fails to regard how private speech is seen to regulate cognitive activity within Vygotskian psycholinguistic theory. (HOD)

David, who from September 1971 to February 1984 actively lived his life in a sterile isolator, was severely deprived of experience of the physical world. His difficulty with the concepts of space, depth, and size related clearly to his limited experience rather than to cognitive or visual-motor-perceptual deficits. (Author/CL)

Argues that a reevaluation of our views on the use of children as courtroom witnesses is needed because of the new attention being drawn to child abuse and recent research findings concerning cognitive development. Introduces a series of articles addressing these questions. (KH)

Presents several reconceptualizations of adult cognitive development and its relation to everyday problem solving. Argues that investigation of relations between adult cognitive development and everyday problem solving may be facilitated through causal modeling that includes task characteristics, social context, and personality and motivational…

When the "mantle of the expert" system of teaching is used in drama, the teacher assumes a fictional role which places the student in the position of being the expert. In this project, students were historians/anthropologists charged with the responsibility of creating a Bronze Age community. (MT)

Because of the close interrelationship among language, thinking, and the contexts in which learning takes place, many children experience difficulties when they enter school. This article discusses ways in which dramatic contexts can provide continuity between home and school by enabling children to take control of their thinking and language. (MT)

The study evaluated the metalinguistic awareness of words, syllables, and sounds of 15 language-disordered children (age three to six). Ss performed significantly poorer than controls (normally developing children) in dividing sentences and words. The language-disordered children also did not show the same level of responses to the word-awareness…

A set of 45 mental scale items from the Bayley Scales of Infant Development was administered by two testers to 33 nonambulatory, profoundly mentally retarded subjects. Bayley raw scores predicted success in conditioning programs, suggesting that this test is useful for educational programing. (Author/CL)

Examined the development of pattern recognition in infant pigtailed macaques using the familiarization novelty technique. Results indicate that by at least 200 days postconception subjects show a consistently reliable visual response to novelty. (Author/RH)

Reanalysis of previously reported findings associating preschool lead level and outcome measures (including cognitive measures, reading tests, and teacher behavior ratings) did not substantiate the positive findings. (CL)

The article describes specific thinking skills that can be developed and used with BASIC programing, LOGO programing, and data processing with PFS:FILE. Experiences of the computer education program at the Austine School for the Deaf are cited. (CL)

Findings indicate a main effect of age, anxiety, and cognition on the conception of animal and human death. Human death scores were higher than animal death scores. Anxiety had a stranger impact on cognitively high subjects than on cognitively low subjects. Cognition affected the animal death concept more than the human death concept. (Author/RH)

The article examines issues related to theory, methods, and validity of cognition research related to giftedness. Current approaches are reviewed, including metacognition and structural learning. (CL)

The paper argues that the poor predictive validity of many preschool screening tests can be traced to heavy reliance on traditional psychometric approaches. Both theory and data are presented to illustrate the efficacy of an approach featuring active cognitive development. (Author/CL)