Argues that metacognitive development should remain--or become--an aspect of instruction that aims to enhance students' reading comprehension. (HOD)

Reviews literature on hemispheric specialization. Argues that foundations of hemispheric specialization are present very early in life and that children's greater ability to recover functions following brain injury suggests developmental changes in brain organization. (CMG)

The study investigated the efficacy of a package of cognitive self-control procedures for ameliorating the attentional deficits of 12-year-old learning disabled children. Performance on measures of reading, attention, an inhibitory control was improved as a function of the cognitive self-instructional training. The improvement continued to sustain…

Through personal experiences, the author relates how "The Hobbit" assumed different meanings at two different readings of the work, 15 years apart. (HOD)

Takes the position that (1) metacognition is a general and pervasive aspect of cognitive development, (2) is fostered by schooling and appears to be a necessary condition to success in schooling, and that (3) metacognitive skills develop when the individual is faced with both the need to know and a source of information about strategic processes…

Examination of linguistic and cognitive skills of 59 deaf students (7-15 years old) revealed that Ss whose parents consistently signed to them showed greater syntactic comprehension and more advanced operational skills than students whose parents signed less consistently. (Author/CL)

This study investigated vowel discrimination in 8-week-old infants. Using a nonnutritive, high-amplitude sucking measure in a habituation-dishabituation paradigm. (Author/SB)

Cites ways by which increased technology and advanced industrialization have led to decreased mental demands on most people. Views the teaching of science as an area in which appeasements must not be made. (CP)

The essence of this article is that those students whose cognitive abilities have been developed by classroom activities and testing procedures are those students who have been taught to think critically. (Author)

Suggests that childrens' responses to traditional methods of teaching literature are a function of their developmental status, which parallels their preference for particular types of jokes. (KS)

An account of studies conducted by author and others concerning Piaget's view of object concept development in infants. (HS)

The fact that males outperform females on specific spatial tests is not generally disputed, but the explanations for these differences are controversial. This paper highlights unresolved issues, such as definitions of space and measurement of abilities, and illustrates problems of interpretation of research regarding sex differences. (Author/HS)

The influence of language and familiarity with clay upon performance of traditional tasks involving conservation of quantity and weight was examined. Children from a village in which all the women are potters did not perform differently from their peers in a neighboring village on any task. (MS)

Investigates performance of the highly constrained Hallowe'en "trick or treat" routine in 115 children from 2 to 16 years of age. Changes in competence and role of parental input are examined in relation to cognitive and social factors. (Author/RM)