Explores the relationship between Piaget's work on awareness and aspects of language development, pointing out continuities and discontinuities between the two areas of development. (Author/RH)

Presents an integrated view of contributions made by various sections within cognitive psychology in which problems of consciousness are addressed. Implications concerning the relationship between cognition and behavior are pointed out. (Author/RH)

Children completed a perspectives task involving before-behind and left-right relationships, in which two-dimensional arrays were used to eliminate masking effects that might facilitate the task. The results suggested that children perform equally well on each type of spatial relationship. (Author/MJL)

Defines metacognition, discusses its importance in reading, and provides suggestions for its development. (FL)

Argues that the reduction of competence models to performance models is countered both by epistemological arguments and by examining the weakness of supposed refutations of Piaget's logical competence model. Points out flaws in Piaget's position. (Author/RH)

Offers a critical commentary of recent attempts by adult-cognitive developmentalists to conduct more meaningful, ecologically-valid research. These efforts are criticized for assuming that ecological validity is assured primarily at the level of measures, and that the inclusion of familiar test stimuli and everyday situations within such measures…

Presents an overview of Pascual-Leone's Theory of Constructive Operators and discusses its implications for issues in developmental psychology. The author concludes that the theory may resolve several anomalies in cognitive- developmental and learning theory approaches to development. One potential problem, the objectivity of task analysis, is…

Examines the justifications for paternalistic restrictions on children's rights. The reason given for restrictions is that children are more likely to harm themselves and cannot promote their own interests due to cognitive and moral deficiencies. The author shows that children are as competent as adults in making reasoned choices. (AM)

Factor scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared for two groups (total N=100) of cultural-familial mentally retarded youth (eight- to 11- and 13- to 16-year-olds) and one group of 50 nonretarded youth (eight- to 11-year-olds). (Author/SW)

The study investigated the basic concept attainment of 45 primary-level educable mentally handicapped (EMH) children who had been exposed to two to three years of classroom instruction. The study documented that primary-level EMH children have significant deficits in their understanding of the Boehm basic concepts. (SB)

Retarded (N=24) and nonretarded (N=46) individuals matched on MA and CA were tested on role-taking, self-image, and imitation. The findings supported the view that role-taking ability is a function of cognitive level and that self-image and imitation are determined by both cognitive and experiential factors. (Author)

This final essay in a five-part series examining Piaget's structural developmental psychology suggests that a psychological theory which integrates aspects of developmental structuralism within a critical social framework can be developed. (Author/RH)

Reviews and synthesizes, within the broad framework of comparative cognition, several approaches to the study of human memory, including ontogenetic, cultural/sociohistorical, and clinical research. Asserts that future research on comparative memory development must focus on the flexible and adaptive use of memory skills to meet purposes…

Recent research employing more direct measures of central functional asymmetry suggests that a reconceptualization of the notion of cerebral dominance may be in order. A rationale for this reconceptualization is provided and the implications for children with learning disorders is discussed. (Author)

Postulates that a new technology which may amplify cognition, regulate affect, and improve communication and control in social interactions is emerging from the convergence of computers and communications. Thirty-two references are cited. (FM)