Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Argues that developmental psychologists need attitudes, methods, and conceptual schemes that integrate the distinctive contributions of both nature and nurture in order to study change and consistency in developmental functions, as well as individual differences in behaviors of interest. A conceptual scheme for early mental development is…

Using the objective technique of increased mark-directed responses as evidence of self-recognition, this study investigated the relationship between cognitive and affective development among young retarded children. (Author/MP)

A set of covariation problems was structured so that the solution pattern across problems would indicate the judgment rule used by each subject. A developmental trend across subjects in fourth, seventh, and tenth grades and in college demonstrated rule shifts toward use of increasingly accurate rules. (Author/RH)

Levels of illness conceptualization were studied among 72 children (6 1/2-15 years old), 36 with diabetic siblings. Results revealed a significant association between pretested Piagetian level of cognitive development and illness conceptualization. (Author/SBH)

Evaluates the effects of an intensive period of dramatic play upon the cognitive structures of 12 three- to five-year-old children. (CM)

Studies the distribution of attention to actors in a visual event and the influence of linguistic variables on attention. Naming an actor had a strong directing influence on attention in a neutral period and more limited effects on attention during and after the action. (RMH)

Piaget's conservation paradigm was used to assess five- to seven-year-old children's understanding of the permanence of various kinship roles. Children's conservation was studied by applying certain transformations on single- and multiple-kinship role combinations. Kinship conservation developed gradually in this age range. Females' performance…

In a four-year longitudinal study of the development of concrete operational thought, children were administered tests assessing seriation; numeration; class inclusion; hierarchical classification; and conservation of mass, weight, and volume. Levels of seriation and numeration skills in kindergarten were powerful predictors of the acquisition of…

Research conducted on the same women at age 30 and at age 70 indicated relative stability in all cognitive, most personality, and several personality-social variables measured over the 40-year interval. (Author/DB)

A study of elementary school children revealed their awareness of skimming techniques and their ability to skim when explicitly instructed to do so. Spontaneous skimming was most clearly observed in 8th grade students, which indicated that the development of the use of skimming is an increasing integration of various pieces of knowledge. (JD)

Nonoperational first graders were taught Piaget's horizontality concept. In comparison to control subjects, training group subjects significantly increased correct responses, maintained their gains, and transferred their training from a straight-sided jar to a round-sided jar. (Author/DB)

It was concluded that developmental trends were evident only within the normal sample and that performance of the normal Ss was generally superior to that of the TMR Ss, although significant differences were not obtained at all age levels. (Author/DLS)

Measures from a laboratory task and a free play observation suggested that attention is a key factor in understanding the high risk child's development and also that differences in attention between high and low risk children can be reliably obtained as early as three years of age. (Author)