The contributions made by including probability theory in the primary grade curriculum are examined with respect to the day to day living of the developing child and his preparation for later life. In particular, language and decision making, misconceptions, research and systematic thinking, occupations, and the future are discussed. (MN)

This paper presents a challenge to a widely cited report by Elkind which states that a large proportion of college students, particularly females, are unable to conserve volume. (BD)

An analysis of sentence grammar is made to show that the ability to produce coherent texts emerges slowly and late in linguistic and cognitive development. (HP)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

This article raises the question of whether Sesame Street could be a valuable learning device for children older than those for whom the program was designed as well as for children who are functioning below average for their ages. (Author/AM)

Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)

Age differences in play were examined cross-sectionally in children at 7, 9, 15, and 10 months of age. (BRT)

Investigated developmental trends in organization and free recall as they interact with spatial representation and blocking. Subjects were 695 children in grades 4, 6 and 8. Task factors appeared to interact with developmental trends in both organization and free recall. (GO)

A model designed to help students learn basic concepts, principles, and theories, and to develop higher cognitive abilities. (DAG)

This study compared the use of discrete and relational aspects of visual configurations in making similarity judgments. Subjects were 3-, 4-, 5-, and 8-year-old children and adults. (BD)

In order to study possible effects of the degree of perceptual illusion, 64 kindergarten children received tests of quantitative identity and quantitative equivalence for the conservations of number and continuous quantity. (SB)

The article examines (1) the notion of teacher as developmental educator; (2) the classroom conditions prerequisite to stimulating moral development; (3) the role of teacher as moral educator; and (4) implications for pedagogy suggested by initial research on teaching within a cognitive developmental framework. (MJB)

Described are the objectives and results of the Cleveland State University summer workshop titled "Reasoning for Children," designed to provide inservice training in teaching philosophical constructs to elementary age children. (SBH)

Discusses the inadequacies of the linguistic development theory called cognitive determinism and suggests instead the linguistic input hypothesis. Concludes that it is not either cognitive development or linguistic input that determines linguistic growth, but an interaction between them. (RM)

A total of 146 disadvantaged preschool children were trained in 1 of 3 different types of fantasy activities. The effects of this training were evaluated over a variety of tasks measuring cognitive development and impulse control. (Author/JMB)