Interviews with adolescents revealed that they have a complex "divided metaphysics" of subjectivity, based on a dualistic view of reality versus appearance. Certain conceptual methodological issues surrounding research into self identity are discussed. (Author/DB)

The author presents logic/strategy games to develop logical thinking in primary-grade gifted students. Procedures and materials are described for such games as Odd Man On, Even-Out, and Hex. A list of references on the development of logical thinking in young gifted, creative, and talented children is also provided. (SBH)

Presents a model of the development of desociocentering, decentering relative to the social group, which is based on Piagetian research and theory and Wernerian concepts. (Author/SS)

Describes past television research on children related to imagination and vocabulary, visual and verbal processes, and TV exposure and reading; and recommends that television be used with discretion, with other modes of information and entertainment--especially books--becoming a habitual part of a child's life. (CMV)

Examines first- , third- , and sixth-grade children's abilities to discriminate between the reality and fantasy of television programs. Lengthy clinical interviews were conducted with each of 36 children, including viewing and discussion of 12 videotaped program segments. (SW)

The authors challenge some of the conclusions reached about Piaget by Brian Rotman in his book. (MK)

Discusses the role of the teacher in helping children to develop their intelligence. (MKM)

Discusses basic differences between cognitive and behavioral approaches to instructional design, emphasing the role of concept analysis in the design of instruction. (RAO)

Tests Piaget's interpretation of long-term memory improvement among 82 five- and six-year-old children. Concludes that there is little evidence for long-term memory improvement or for Piaget's theory of memory. (Author/RH)

Identifies and discusses a change in the theoretical bases of contemporary psychologists' views of infant development: the replacement of the constructs of energy, drive, and motive with cognitive constructs. (CM)

Explores "Writer-Based" (expressive rather than communicative) prose in relation to the theory of egocentrism and suggests its implications for the teacher of writing. (DD)

Briefly discusses similarities and differences between social and physical knowledge. Argues that the study of social cognition cannot be derived from, nor reduced to, the study of physical cognition, and that the social origins of knowledge need to be emphasized more in contemporary developmental theory. (Author/SS)

Attempted to determine to what extent the conservation concepts of young children change in the period between kindergarten and first grade. (DD)

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

The relationship between a student's stated preference for solving a problem and his/her actual problem methodology, concrete or abstract, was studied. Comparisons were made between formal and nonformal students. (MP)