A number of research disciplines have contributed to an emerging picture of creative individuals, processes, and achievements. Contributions to a science of creativity are reviewed, focusing on the psychometric approach, cognitive approaches, studies of personality and motivation, sociological and historiometric investigations, and neurobiological…

Suggests that teachers' thinking expand beyond planning and decision-making to encompass all aspects of contemplation. Examines subject matter in children as objects of teachers' contemplative concerns. Discusses expansion of researchers' and teacher educators' attitudes toward teachers. (Author)

The author addresses mathematics instruction in students' second language. Theories on the interaction of language and cognitive development, and language and mathematical thinking, as well as studies conducted with bilingual students, are presented along with their implications for teaching, texts, and curriculum development. These ideas are…

Head Start children (n=446), divided into intervention and comparison groups, received programing to enhance thinking skills. Intervention group children identified as gifted also received programing in their talent area. Intervention group children, whether or not identified as gifted, made significant gains over the comparison group in cognitive…

Discusses field dependence-independence from an information processing perspective. Topics discussed include field dependence theory, stages of information processing, developmental issues and implications, and future directions. The information reviewed indicates that field-independent individuals are more efficient than field-dependent…

Presents a three-component model of arithmetical development in young children. Applies this model as a basis for analysis of developmental processes in early mathematics learning that may be universal. (RJC)

The study with noninstitutionalized organic and familial mentally retarded and borderline mentally retarded children (N=79) at 2 chronological age levels (mean ages 7 and 10) found no age differences in imitation behaviors in the organic low IQ group and more absolute imitation and recall behaviors in familial low IQ children. (Author/DB)

Identifies issues connected with effective encouragement of dance in elementary education. (RJC)

Describes the importance of music, movement, creative dramatics, and art in the early childhood curriculum. Discusses the relation of symbols and symbolic systems to young children's cognitive development and to the ability to communicate. Summarizes the reasons for including the arts in a comprehensive curriculum. (RJC)

Forty-eight children aged four and six years listened to stories in which it would be appropriate for the protagonist to feel a negative emotion. Results indicated that six-year-olds were more accurate than four-year-olds in judging that real and apparent emotion would not coincide when the protagonist hid feelings. (RJC)

Longitudinal study compared matched groups of college freshmen (N=30) and high school graduates who did not attend college (N=17) on changes in critical thinking over a one-year period. The results indicated that the students who attended college for one year scored higher in critical thinking than did nonattendees. (Author/NB)

Language abilities in two twin pairs, in which one twin suffered perinatal left hemisphere brain injury, were studied from the age of 23-30 months to 41-46 months. Twins performed similarly on tests of mental development, picture vocabulary, and receptive language, but brain-injured twins' scores were lower than controls' on expressive language.…

Presents several activities for helping kindergarten and first grade students develop an understanding of the main idea concept. (MM)

Discusses the concepts of linguistic awareness and metalinguistic consciousness and their development in individuals, and shows how making a distinction between the two concepts can be useful to linguists, particularly in the areas of first and second language learning. (CFM)

Examined the relation of infant attention and memory to later cognition in 45 full-term and 46 high-risk preterm infants. Findings indicated a substantial relation between infant visual recognition memory and later intelligence. (RJC)