By using writing-to-learn strategies in their classes, teacher educators can introduce future teachers to the concept of writing as a teaching strategy while improving their understanding of course content. Examples demonstrate the many benefits of the method. (MT)

Describes a method for teaching students to connect their ideas causally or logically in their writing by talking about the ideas before beginning to write. (HTH)

A factor analysis was conducted on Home Observation for Measurement of the Environment (HOME) item scores of low-income black and white urban mothers of infants 13 to 30 months of age to determine the extent to which the existing subscales were evident in this factor analysis.

Reports on the responses of 99 children ranging in age from 52 months to 95 months to questions concerning movies and television programs that frightened them. Indicates older children watch as much "impossible" content as younger children. (HOD)

The author describes her efforts to engage intermediate grade children in meaningful writing. Her attempts to translate theory and research into classroom practice are discussed. (MT)

Investigates the relationship between children's cognitive and affective processes in 30 four and five year olds who were interviewed individually to probe affective understanding, administered a series of Piagetian tasks, and given the Peabody Picture Vocabulary Test. Performance on affective and cognitive tasks correlated significantly.…

Explored Morine and Morine's ("Discovery: A Challenge to Teachers") assumptions regarding age and cognitive development of students (N=174) successfully utilizing structured inductive and semi-deductive inquiry strategies. One finding noted is that age has made a significant difference on achievement for both strategies. Implications for…

It is the author's contention that there is unavoidable ambiguity in educational concepts, that they cannot be objectively identified, and that the definition of an area of research entails a number of value judgments. The author examines the ways in which educational concepts are actually used and compares ordinary usage with professional usage.…

Presents three psychological perspectives on youth deviance. Two traditional theoretical approaches to understanding and intervening in delinquent behavior are explained. A third perspective, a youth advocacy approach, is described in the light of cognitive developmental theory. Youth's developmental needs and their opportunity to complete…

Two experiments evaluated predictions derived from a cognitive-developmental approach to delay of gratification. In the first, kindergarten children were asked to make a choice between a small immediate and a large delayed reward. In the second, children were presented with either an objective-rational or a subjective-emotional argument…

This study that examined the economic reasoning of preschool and elementary school children concluded that (1) the nature of children's economic reasoning is supportive of cognitive development theory; (2) children's economic reasoning varies somewhat by personal experiences, and (3) the intermediate grades are an appropriate level to emphasize…

States that there is a strong cognitive basis to the appreciation of verbal music (the sound sequences of literary works) and that by using the framework explained, students will open themselves to verbal music and its expressive qualities and intensify their awareness of the work's content. (DF)

Describes a study designed to compare color-name with shape-name learning by three-year-old children in an experimentally controlled format. Results show that children learned color-label associates significantly more slowly than matched shape-label associates, and they committed more errors with colors than with shapes during learning. Provides a…

A cross-sectional and a longitudinal study of two-year-old children was performed to investigate the developmental relationship between understanding differences in spatial point of view and correct comprehension and production of I/you pronouns. Results suggest that understanding spatial points of view is a cognitive prerequisite to understanding…

Discusses results of study that attempted to determine whether subject-auxiliary inversion occurs in yes-no questions before wh-questions and whether noninversion errors are characteristic feature of acquisition of wh-questions. Findings do not support previous claims that inversion is acquired in yes-no questions before wh-questions. Rather,…