Performance of 30 children (retarded, nonretarded, and language impaired) on nonlinguistic symbolic and conceptual cognitive tasks was measured. The performance of the retarded and nonretarded groups was essentially similar, while both of these groups generally performed at higher stage levels than did the language impaired group. (Author/CL)

Third in a series of five essays on Piaget, this article examines the dynamic, functional aspects of Piagetian theory through an identification and analysis of two major models for understanding interaction and change: assimilation/accommodation and scientific inquiry. (Author/CM)

The locative categories--"in,""above,""below," and "beside"--were investigated to determine whether their exemplars were organized according to the prototype distinction. (RH)

Tests Piaget's assertion that the anticipation of conservation among otherwise nonconserving children is a pseudoconservation since it is limited to those lacking knowledge of covariation. Number, area, and length conservation tasks and a covariation task were given to 96 children from kindergarten through the fifth grade. (Author/SS)

Eleven response types were identified and shown to form both a developmental and a hierarchical sequence of comparison and integration operations. An age-related progression in response abstractness was also found and a significant interrelation of response abstractness with response type was demonstrated. (RH)

An overview of research dealing with the factors of culture, education, activity and isolation, and training tends to support the significant positive effect of environmental stimulation upon level of adult cognitive functioning. (Author/JD)

The distinction between competence and performance models in psycholinguistics is used to analyze current theory and research strategies in the study of cognitive development. The analysis is used to argue for the construction of performance models of cognitive skills which do not reify the elements of competence models. (Author/SS)

Data suggest that young infants (110-130 days old) process distinctive features of objects that continuously change orientation. The importance of these findings for theories of cognitive and perceptual development of infants is discussed. (Author/DB)

Two 9-year-old boys are described who performed in the normal range on measures of IQ, language ability, and reading. The boys were unable, however, to acquire elementary numerical skills and also manifested other specific cognitive deficits associated with the Gerstmann syndrome. (Author)

In full-day kindergarten, the teacher has the time to regularly assess each child's progress, to diagnose deficiencies, and to alter the instruction accordingly. (Author)

Examined the role played by experience with multidimensional stimuli in the child's ability to separate variables. (Author/DB)

Discusses whether educational technology has kept pace with recent developments in the related fields of psychology and communication science. Addressed are several areas in cognitive psychology: the process of selective perception, semantic encoding, the effects of previous learning, and the influence of metacognitlon. (RAO)

Early and late formal-operational adolescents having similar ages and IQs were presented tasks to assess their use of organizational memory strategies: multitrial free recall of unrelated and categorized words and a sorting task followed by free recall of the sorted words. (Author/SS)

The developmental relations between anticipatory imagery, conservation of length, and operational structures were investigated in 80 kindergarten and third-grade children by means of imagery tasks combined with a length conservation task. (MS)

This paper demonstrates methodology for assessing symbolic maturity or mental representation as evidenced in symbolic play. Five female subjects (14 to 19 months at the inception of the study) were observed monthly at home in a free-play situation over one year. (Author/SB)