Compares infants' performance based on chronological age as opposed to conceptual age. The Bayley Mental Scales were used to test 20 premature experimental infants and 20 full-term control infants. Results demonstrated that an infant's performance must be judged on the basis of conceptual rather than chronological age. (MS)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

To investigate developmental differences in time-sharing performance, 60 boys, 20 in each of three age groups (7-, 10-, and 13-year-olds) performed an auditory matching task and a tracking task alone and concurrently, the latter under two sets of instructions. (Author/JH)

Summary scores for behaviors rated on Bayley's Infant Behavior Record were obtained by summing sequential ratings for same-sex twins participating in a longitudinal study. Composite scores were calculated for two behavioral clusters - one composed of behaviors related to primary cognitions and the other of behaviors related to extraversion.…

Children, ages 7-8 and 11-12, were asked to represent pairs of nouns in memory as a single interactive image, as two separate images, or by a control procedure; and then were tested either by cued or noncued recall. Results were interpreted as supporting an imagery-organization hypothesis. (Author/SB)

This paper presents the results of a study of the structural development of young students' drawings of arrays, and in particular, the significance of using lines instead of drawing individual squares. Students' array drawings were classified on basis of numerical properties, and perceived structural similarities that reflected the spatial…

This ERIC Digest concerns the constructed knowledge (also called nave knowledge or prior conceptions) held by students and the changes required to alter students' framework to understand and believe the true science concepts involved. This process is called conceptual change. Theoretical framework of conceptual change, what exactly is conceptual…

Early home learning environments are the result of interactions between the developing child and the opportunity structures provided by the family. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth, this study examines the influence of…

Cognitive conflict has been used as an effective teaching method since the 1980s, although the effects of this method are unclear. According to some researchers, cognitive conflict does not consistently lead to conceptual change. This paper describes a study investigating answers for the questions, What is the definition of cognitive conflict in…

This chapter describes an inservice Professional Development (PD) program for introducing a cognitive acceleration course designed to enhance students' higher order thinking capabilities. Teaching for thinking requires a specialized set of understandings and techniques, and the standard PD program described here lasts for two years and includes…

This article describes an extensive literature review on metacognition which examined the problems and promise that metacognition presents to educators (e.g., why metacognition has not overcome school administrative barriers and why there has been no widespread utilization of learning techniques that have been proven successful). The article…

Describes a preschool program designed to correct problems at an early level in order to avoid the need for remediation later on. (GB)

This study suggests that the verbal facilitation effect is due to variations in verbal cues rather than to differences in pictorial cues. (ST)

The purpose of this paper is to clarify the role of developmental "stage" in theoretical treatments of career development. (Author)

Suggestions for improving the teaching of performance by actively involving the classroom audience. (CH)