The relationship of visual field to brain function is examined in research, and the correlation of gifted students' use of visual field of Piagetian theories of formal logical thought is analyzed. (C L)

A review of research reveals that explicit knowledge of language is not always desirable; instead, children should be exposed to language and have experiences which provoke language use. (DD)

Thirty-seven middle-class white children, ages 5-8, were tested on eight Piagetian tasks and the Rorschach test, and divided into preoperational, transitional, and concrete operational groups. Measures of primary process vs. secondary process thinking were found to be related to the Piagetian stages of development. (GDC)

This experiment investigated age differences in memory performance and the extent to which rehearsal techniques contribute to these differences. Second and sixth grade children were trained in a variety of rehearsal techniques in an overt-rehearsal free recall task. (Author/SB)

Examined the relationship between selected maternal attitudes and the sex, sex role preference and level of psychological differentiation of the preschool child. Data indicate that extreme sex role typing works against learning. (GO)

Argues that the questioning and answering interaction provides a setting whereby adults can socialize naive children into communal views of reality. It is suggested, however, that this tradition acts both as a brake and as a springboard to the acquisition of new knowledge. (MS)

Theoretical concepts from multivariate developmental psychology and systems theory are used to describe qualitative and quantitative change in three cognitive subsystems: perceiving, conceptualizing, and symbolizing. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

Two models of intertask relations, Wohlwill's divergent-decalage and reciprocal-interaction patterns, were evaluated for their fit to cross-classification tables which showed the joint classification of 101 children's performance on all possible pairs of eight concrete operational tasks. (SB)

The study with 30 five-year-olds and 30 seven-year-olds demonstrated that children as young as five have an emerging ability to solve both verbal and perceptual proportional analogy problems and to detect the meaning of proportional metaphoric sentences. (Author/DB)

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Results of two experiments on kindergarten children in Japan indicate that young children can, and often do, apply personification as an analogy to animate objects to generate a reasonable prediction. It was also found that children try to constrain the personification by using additional knowledge. (PCB)

Four experiments studied 4- to 6-year-old children's understanding of inferential reasoning as a source of knowledge. To assess understanding that knowledge of relevant premises leads to knowledge of the conclusion, children had to judge the knowledge of another person, who was presented to the child as being aware of two premises. (Author/BN)

This paper examines the nature of the child's disclosure of sexual abuse and assesses the impact of developmental variables on that disclosure. When those variables are recognized, the credibilty of the young child as a witness in court increases. The paper focuses on children between the ages of two and seven. (Author/BN)

Argues for a cognitive-based curriculum which ensures that students participate fully in using writing as a mode of learning. Discusses Bloom's taxonomy of cognitive skills: (1) knowledge; (2) comprehension; (3) application; (4) synthesis; and (5) evaluation. (RAE)