The relationship of the Uzgiris and Hunt Scales of Sensorimotor Development with six of the Adaptive Behavior Scale (ABS) domains and the Receptive-Expressive Emergent Language (REEL) Scale was investigated with 76 severely profoundly retarded children (mean age 6 years). Results were generally consistent with prior theory and research. (Author/CL)

Findings of the comparison of spatial role taking, social role taking, and referential communication in 56 congenitally visually impaired and sighted children (seven to nine years old) revealed that visually impaired Ss need not differ from sighted Ss in cognitive social functioning if they have had significant verbal interaction with others.…

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

Evaluates metalinguistic awareness and cognitive functioning of 23 bilingual and 23 monolingual mildly retarded students. Results indicate bilingual subjects did not outperform monolingual subjects on neo-Piagetian measure of conservation, although there were differences on metalinguistic tasks. Discusses results in relation to current theories of…

The article views assessing spelling as a cognitive and developmental process. Five developmental levels that may precede readiness for formal spelling instruction are described and illustrated. A word list and directions for assessing children's developmental levels are followed by prescriptive guidelines for cognitive and developmental…

Adolescents are likely to respond to teachers based on how they see their role, and that understanding varies with the adolescent's cognitive maturity. (JOW)

This study investigated Israeli adolescents' differential perceptions of social conflicts in the "real" world and in television news. Overall results suggest that, when asked to do so, adolescents are able to differentiate between the social conflicts and their symbolic representations in television news. (PD)

Three moderately retarded 12-14 year olds participated in a program of responsive questioning designed to help them learn through regulation of their cognitive and linguistic performance. Exerpts from the sessions illustrate the value of the approach in making the transition from other to self regulation. (CL)

Examined effects of direct intervention on language learning. Using a toy manipulation task, 18 children aged 3;6 to 4;6 were systematically taught linguistic structures beyond their developmental grasp. Solid improvement was found in the experimental conditions; no significant improvement was noted in control conditions, showing that the language…

The present studies were designed to test the role of descrepancy between existing cognitive structures and current input and the amount of pleasure derived from successful processing of that input with respect to children's appreciation of humor. (Author/SB)

Authors explore some newly developed concepts about learning and discuss the influence of these concepts on current investigations of cognitive development in children. (HS)

In this study 126 high school students were administered the Karplus Island Puzzle and interviewed individually to determine if the puzzle measured Piagetian-type operational thinking. Results indicated that the puzzle did not characterize an individual's cognitive level. (SL)

This study was concerned with student transition from concrete to formal cognitive functioning. Results of training 32 fifth-grade and 32 seventh-grade students indicated that instruction can effect the desired transition of ability to isolate and control variables. (SL)

Forty students from the first, second, fourth, and sixth grades (10 from each), equally balanced for sex and representing a middle class SES, were individually administered mathematical tasks of matching, equality, cardination, and measure and Piagetian conservation task of number, length, and surface or area. (NQ)

Since evidence indicates that the potential for play must be developed in a child, just as the potential for thinking, it is important that teachers be aware of the need to provide a climate which is conducive to imaginative play. This article suggests steps to be taken in creating such a climate. (Author/NQ)