Eleven graduate students who had registered for an elective course in art therapy worked under supervision with 11 unselected learning-impaired children (7-11 years old). (Author)

The performance of 4 groups of mentally retarded Ss, ages 14-17 with mental ages of 8-11, was compared to that of 90 non retarded Ss, grades K-5 with comparable mental ages, on the solution of 2 and 3 disc Hanoi Tower puzzles, solutions to which require logical forsight. (BB)

A hypothesized developmental sequence of agent use in pretending was tested in 36 infants between 14 and 24 months of age and was compared with the development of object permanence. (JMB)

A map-drawing task was used to test the effects of (1) presenting instruction at a cognitive level higher than that at which most of the students in the study were operating and of (2) presenting instruction to groups of students of differing cognitive levels. Subjects were 63 fifth grade students. (JMB)

Two studies: (1) assessed the infant's ability to perceive differences between two-dimensional and three-dimensional stimuli; and (2) tested the infants' ability to transfer responses across dimensions. (Author/SB)

This article is a selective and evaluative review of recent findings regarding developmental changes in adult cognition. Discussed are maturational models of adult intelligence; cognitive decrement; and alternative interpretations of the research. (SB)

Development of cognitive processes and visual perception in 128 Down Syndrome (DS) children (ages 5 to 18) was compared to that of 162 nonhandicapped children (ages 3 to 8). Linear, rather than stepwise, relationships between performance and chronological age in the DS subjects and similar to normal visual perceptual development were found.…

Presents a detailed conceptual model for developing a thinking skills currriculum. Discusses whether it should be done through separate courses or integrated into subject matter courses. Includes four figures (MD)

Incidental learning has been the most prevalent method of teaching cognitive concepts in elementary physical education. The importance of emphasizing cognitive learning is advocated. (MT)

Study of children's retention of training in class inclusion reasoning skills. Sixty-four kindergarten-age children who showed no evidence of class inclusion skills were assigned to one of three groups: training, training with corrective feedback, and control. Posttests were administered immediately after training and 3 months later. (Author/BN)

Views development of social cognition in adulthood as multidimensional and domain-based. Asserts that social cognitive understanding represents development of interpersonal and intrapersonal domains of knowledge and that social cognitive skills of adulthood cannot be based solely on emergent formal operational abilities or logical-mathematical…

Considers relationships of dialectical thinking to formal operational thought; general conceptions of cognitive structure to understanding thinking across specific domains; motivational and cognitive competence factors in adult reasoning; and contextualistic and dialectical conceptions of social intelligence. Outlines structural-developmental…

Makes three points to address central issues in synthesis of cognitive, social, and emotional domains. Recommends thinking in stage terms as well as in contextual terms, clarifying levels in which questions are posed, and operating in a systems theory framework to make sense of social cognitive behavior. Suggests that individuals co-create social…