Investigated was the relationship between medical diagnosis and intelligence scores in 282 mentally retarded children under 7 years old. (CL)

In an attempt to clarify the role of nonlinguistic preferences in children's responses to the words more and less, children 3-4 years of age were administered three tasks. (Author/SB)

Cross-lagged correlational analyses and multiple-regression analyses of the data collected in these two studies supports the causal model that, while intentionality and internality both emerge when a common cognitive construct develops, heightened internality also significantly enhances a child's ability to learn intentionality. (Author/JMB)

Developmental changes in a variety of cognitive processes as a function of age and schooling were examined in 160 rural Guatemalan children aged 5, 7, 9 and 11 years. (BD)

Presents a study of the development of self-recognition in infants from 6 to 24 months of age. The development of self-recognition is compared to the development of object permanence. (BD)

Four tasks which are frequently used to evaluate adolescent reasoning skill: (1) the pendulum task; (2) the ramp problem; (3) the cart experiment; and (4) the invisible magnetism experiment are analyzed to determine the Piagetian concepts that each measures. (CP)

Describes a remedial physics laboratory course for students operating at the concrete Piagetian level of cognitive development. (SL)

The author argues that mathematics educators are not optimistic enough about their own professionalism as teachers or the learning capacities of their pupils. He expands on the negative effects of pessimism in relation to education. (MN)

Discusses Piagetian concepts of cognitive development and the student's ability to understand chemical concepts at the secondary level. (SL)

Training in perspective-taking skills (the ability to imagine how objects look relative to one another from another person's point of view) resulted in considerable transfer of learning to other tasks and continued subject superiority over controls seven months later, indicating an inter-stage change in cognition. (MJB)

Questions Piagetian theory that dismisses the idea of accelerating cognitive development through classroom activities. (CP)

Findings indicate that advanced moral judgment and potentially radical political beliefs came together in mid-adolescence. (Author/AM)

This research was conducted to determine the cognitive development of high school seniors assigned to three academic tracks (Vocational, General, and College Preparatory). (Author/RK)

This study describes the developmental function and cross-age pattern of individual differences in mental test behavior during the first 5 years of life. Accompanying the study are brief commentaries by Ina C. Uzgiris and Earl S. Schaefer and a reply by the authors. (JMB)