In all likelihood, computer use in early childhood will continue to increase. However, there is reason for concern about how computers will be placed into classrooms, what activities will be chosen for children, what interactions will take place, and whether these interactions will consider appropriate readiness and development levels. Computers…

Structural views assume that a single, comprehensive system of thought underlies cognitive activity. Although developmental research with both children and adults has tended to assume the validity of a structural model of cognitive development, this assumption may be invalid when applied to the social cognitive judgments of adults. There are two…

Relationships between "combinatorial" abilities in language, symbolic play, blockbuilding, and non-semantic action sequences were explored in a study of 30 infants between 82 and 91 weeks of age. Subjects were observed in a laboratory playroom setting for approximately 45 minutes. During this time, a number of tasks were administered…

A study of the late acquisition of the passive in Zulu used data from transcripts of naturalistic speech gathered in a longitudinal study of several children's speech development between 1.10 and 3.6 years of age. It was hypothesized that the productivity of the passive construction in Zulu is a factor facilitating acquisition. A range of…

A 2-part investigation was conducted to examine the ways children resolve the inherent ambiguity of spatial descriptions in terms of cues indicated by the three constituents of spatial propositions: predicate, referent, and relatum. In the first study, it was hypothesized that certain objects, structural markers, and definite articles accompanying…

Based on the notes of Hanns Strauss and his collection of 6,000 drawings by 2- to 7-year-olds, this book describes the stages of development of children's drawings by using the framework of Rudolf Steiner's "anthroposophical" science. In the introduction, the early development of children's drawing is compared with works of art left by…

The theory and purpose underlying R. Feuerstein's Learning Potential Assessment Device (LPAD) is reviewed, and implications for deaf education considered. It is argued that LPAD use will enhance: (1) assessment of deaf children from non-standard American backgrounds; (2) incorporation of assessment results into educational programming; and (3) the…

A pilot project designed to improve the cognitive education program for 24 hearing impaired undergraduate preprofessionals incorporated aspects of instrumental enrichment (IE), an approach to enhance cognitive skills at the representational level. Ss participated in paper-and-pencil cognitive activities aimed at improving five skills: projection…

Topics briefly discussed include awareness or consciousness, recollection, reconstitution, and conceptualization; the nature of causal exploration and contradiction; and conservation. Examples are provided in relation to children's perception. For related articles, see TM 501 289 and 290. (RC)

This study was designed to provide empirical support for viewing personality development from a cognitive framework. With controls established for IQ and socioeconomic status, 75 children between 6 and 15 years old were classified by level of cognitive functioning according to Piaget's system. (CS)

A precise formulation of both cognitive structure and its related theory is provided through use of the mathematical theory of categories. Weaknesses and imprecision in cognitive theory are identified. Using category theory, cognitive structure and related Piagetian theoretic terms are precisely defined and some interrelationships are discussed.…

Investigates whether procedural differences or developmental changes account for the ambiguous results obtained in previous research on the affective consequences of mere exposure to visual stimuli with 7-, 9-, and 11-year-old children. (Author/ED)

The essential components of self-paced systems are frequently prohibitive in cost for implementation for all students. Selection of students who can profit most from individualized programs can be made by choosing students in upper and lower extremes in mental ability who possess certain elements in their cognitive styles. (Author)

Presents two studies which investigated the importance of subtle contexture factors on the young child's performance on cognitive problems--specifically, conservation. (ST)