Gifted (N=19) and average-functioning (N=19) hearing impaired adolescents were examined for ability to perceive that still water remains horizontal regardless of degree to which the container is tilted. Gifted Ss performed better on this task than average functioning Ss and the straight-sided containers induced more errors than containers with…

Equally divided by sex and distributed equally across fourth/fifth, eighth/ninth, and college grade levels, 144 subjects performed a mental rotation task under instructions emphasizing either accuracy or speed of response, or both. Instructions had large and consistent effects on speed of response but were not as uniformly effective in their…

Examines extent to which knowing that certain things go together and knowing how they do are independent aspects of developing cognitive systems. Indicates that children use temporal order as organizing principle by three years of age. Suggests an earlier developmental horizon as the origin of ordering abilities. (Author/BE)

Argues that linguistic communication allows the incorporation of individual, microsociological, and macrosociological levels of analysis into a general theory of action. (RH)

Outlines how levels of the interpretation of reality and categories of a naive theory of action that constitute these levels are differentiated and coordinated in a specific developmental sequence. Subsumed within this theoretical framework are the distinction between action on physical objects and social interaction and the distinction between…

The nature and development of discourse topic skills in preschool children are examined and illustrated by observations of very young children. Possible social and cognitive components are explored with implications for language-disordered populations. (CL)

A study involving 69 randomly selected elementary students indicated that increases in arsenic and interaction of arsenic lead were significantly related to decreased reading and spelling achievement, and increases in aluminum and the interaction of aluminum with lead were significantly related to decreased visual-motor performance. (Author/CL)

It is time for a new theory of values education which should identify ideas worthy of being passed on, address the process by which values are internalized, view teacher behavior as a major carrier of values, assess how classroom processes influence students, and examine content taught for the values embedded therein. (MT)

The essential nature of drama is a liberating act of imagination, of self-transcendence. A session is described in which the class maintained the delicate balance of dual consciousness and focused its attention and empathy on an illusory but possible world, creating and being responsible for the meaning of its construction. (MT)

Reading and drama are closely related in the learning process, interacting to develop the same personal resources in the child, building links between print and experience, dream and reality, self and other. The pressure and authenticity of the drama can help children create new knowledge and make different and necessary connections. (MT)

The article reviews the theories of R. Feuerstein and his instrumental enrichment curriculum designed to furnish tools for thinking and considers implications for students with learning difficulties. (CL)

The review of toys and play behaviors notes the existence of two different but somewhat related forms: social play and cognitive play. Nonstructural factors (other than the presence of particular toys) affecting children's play behaviors are examined, as are peer influences on toy use and play. (CL)

If physical educators maintain that affective objectives are both desirable and attainable through physical education, then they must understand psychosocial development and influence children in positive ways. An optimal challenge model uses observation, teacher behavior, and personal reflection in an attempt to educate the "whole…

The cognitive patterns of three learning disability subtypes were studied: (1) students with higher math than reading skills, (2) students with higher reading than math skills, and (3) students with equally low math and reading skills. Results indicated that although the three groups were characterized by a number of discrete or unique patterns,…

A summary of research on affective and cognitive development in young children with Down syndrome notes that affect and cognition seem as closely interrelated in Down syndrome as in nonretarded children. Overall findings indicate that from birth to two, children with Down syndrome experience significant delays in development of both affective and…