Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

Reports on an investigation designed to study the ability of 11 to 17 year old students to control variables when presented with science problem situations in three types of question formats (free response, multiple choice, screen question). (HM)

Frequent informal interactions between faculty and students are positively related to the students' academic performance and self-perceived personal growth. (ED)

Analyzed syntactically were language samples of five mildly mentally retarded children (6-10 years old). (CL)

Discusses the possibility of a neurolinguistic interconnection between the parieto-temporo-occipital junction, semantic aphasis, and cognitive and language development around age seven. (Author/HP)

Reviews literature on cognitive, attitudinal, and behavioral effects of television commercials on children. Both cumulative exposure and heavy viewing effects are discussed. (SB)

This essay discusses the sketching and transformation of parabolas and other curves as areas where learners can exercise and develop control of their mental imagery. (MN)

Instructional materials for beginning readers are usually highly structured stories; as the story emerges and fulfills their expectations about what a story should be, it confirms their sense that their reading has been successful. (JD)

This study examined the effectiveness of the Early Childhood Curriculum (ECC) as a viable instrument for the immediate acceleration of cognitive development among preschoolers. During an eight month tutorial project, ten 3-year-old children received one 15 minute lesson each week from the curriculum. (Author/SB)

Examines current conceptualizations of the mechanisms used to explain cognitive and social development and possible common mechanisms linking the two areas. Considers these mechanisms for both a mechanisric and the two areas. Considers these mechanisms from both a mechanistic and an organismic perspective. Presents a developmental model which…

Investigated with 58 gifted children (in grades 5 or 6) were differences in right and left hemispheric brain functions in the context of J. Piaget's theories of stages of cognitive development. (DB)

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

Investigation by researchers into television viewing indicates that cognitive learning is supported, that affective learning is affected both positively and negatively, and that social impact is yet to be conclusively determined. (Author/MJB)

Provides a list of 27 cognitive objectives that are applicable to preschool and early childhood years. Relates elements of the list to the classification systems of Bloom, Gagne, and Briggs. (RL)