Paper presented at the Merrill-Palmer Conference on Research and Teaching of Infant Development, February 13-15, 1970. (JE)

Traces the child's growing understanding of the recursive nature of thought through mastery of a sequence of four steps. Recursive thinking may well be a prerequisite for complex, role taking-type inferences found in adolescent thought. (WY)

Results indicated that the training method (discrimination) induced 8 of the 12 subjects to acquire conservation of a stable kind. (Author/DR)

Portions of this paper were presented at the meetings of the Society for Research in Child Development, Santa Monica, California, March 1969. (MH)

Piaget's theory of stages of sensorimotor development is supported in cross-sectional and longitudinal validation employing Guttman's scalogram analysis. (MH)

"A partial replication and extension of Bruner and Kenney's (1966) study of the concept of proportionality was run with 5- and 7-year-old children... Results demonstrated importance of avoiding verbal ambiguity in the investigation of nonverbal cognitive competence. (Author)

Concerned with comparisons of performance of students who can recall a principle after a period of years as opposed to those who can only recognize the principle. Subjects were 218 college juniors asked to recall seven principles typically included in junior high science curriculum. Analysis of data indicated forgotten principles were never…

Describes formulation of distancing hypothesis, and introduction of the terms distal and distancing, reflecting interaction between understanding origins of intelligent behavior, which is genetic epistemology, and the education of the child. (Author)

Tests the hypothesis that semantic memory changes with age such that concepts become more strongly associated with their superordinate classes than with their exemplars. The Stroop color-naming technique was employed with 48 children 8 through 12 years of age to measure the degree of semantic activation between concepts in memory. (Author)

The study explored ways in which congenitally blind children group objects and words, revealing their level of cognitive development. Differences in patterns of response as a function of age and type of tasks are presented, and the implications of these findings for the education of this population are discussed. (Author/CL)