Outlines a dual model of cognitive development in which patterns of cultural stimulation are reconstructed in the child's cognition. It provides a mathematical language for the representation of structures in sensorimotor actions and verbal explanations as they occur in the context of the everyday life of the child. (Author/RH)

Explores age differences in children's conceptions of play, pretending, and toys. Examines parallel structural changes in other areas of development, such as language acquisition. Subjects for the study were 5-, 7-, 9-, and 11-year-old children. (BD)

Learning of the concept of horizontality by fourth graders was investigated. Comparisons by age and sex were made. (BB)

Points out that an aspect of Piaget's theory, the concept of stage, is being misrepresented through vague and incorrect use of the idea. (Author/GA)

Data were collected on tactics used when making a sequence of set comparisons in terms of more or equal number. (MP)

Discusses how affective goals in science education can be identified. The discussion includes (1) the common definition of affective domain; (2) Krathwohl's taxonomy of affective objectives; (3) self-concept objectives; (4) evaluation of outcomes; and (5) developing behavioral objectives dealing with the affective domain. (HM)

A recently developed test of basic Piagetian abilities, the Colored Blocks Test, is described, and new data collected in rural Hawaii and in a working class Chicago suburb are used to defend its validity as a tool for cross-cultural measurement of cognitive development. (Author/AM)

The technology of behaviorism and the social consciousness of normalization have produced monumental changes for developmentally handicapped children but lack an intrinsic developmental perspective. Piaget's cognitive-developmental theory is proposed as a framework to provide content, direction and structure for educational and habilitative…

This article clarifies the position taken in the Greenfield and Smith book (1976), including relation to speech act theory, and elucidates some general theoretical issues in early language development. (Author/NCR)

Reviews literature indicating detrimental effects of father absence on children's cognitive development as assessed by standardized IQ tests, standardized achievement tests, and school performance. (BD)

A values analysis course, developed to improve critical thinking, is described. Included in the report is an evaluation of the students' reaction to the class which revealed a general work-play conflict inherent in the course and in college life itself. (JMD)

Examined the development of stable concepts of "boy" and "girl" in kindergarteners and first and second graders. Gender constance was explored in relation to: performance on conservation tasks; application of gender label to self or other; application of gender label to live person or pictorial representations; and sex role…

Reports the results of a study designed to measure any changes in the Piagetian level of intellectual functioning of students after taking one introductory college physics course for one semester. No developmental progress was found as a result of taking such a course. (Author/GA)

The author presents some of his views about the current state of education in the United States and Canada and makes some suggestions that seem to him justifiable and realistic, although drastic. ( Editor/RK)

Although differences exist between their developmental perspectives, the theories of Erik Erikson, with a psychoanalytic focus, and Piaget and Kohlberg, with a cognitive, structural view, are basically complementary, providing a powerful observation on human growth. Here their theories are used to reexamine the secondary curriculum and the…