Seven key generalizations based on research findings from the study of children's language offer specific implications for classroom instruction and for instructional policy formulation and decision making. (Author/MLF)

Described is the interview-about-instances method used to gain insight into children's and adults' views of the world and the meanings people have for the words they use in explaining their views. Physics teachers can utilize this technique to become aware of the various concept understandings pupils bring to physics classrooms. (DS)

Developmental equations, which predict 32 parameters of the electroencephalogram as a function of age, are presented as tools to indicate children with potential neurological disorders and learning disabilities. (MP)

The paper traces the development of an integrated model of cognition stemming from Soviet neuropsychology and reviews recent research on simultaneous and successive syntheses. Implications for mental retardation, learning disability, hyperactivity, and reading disability are given. (Author/CL)

Examines the relationship between language universals and language acquisition, comparing data from studies on first and second language acquisition and universals of relative clause formation. It is concluded that second language acquisition data provide a clearer window for the investigation and verification of language universals than first…

The cognitive skills approach to teaching college students, which seeks to train intelligence by explicitly developing learning and thinking skills, has been effectively used in the recent past and students taught by this method have spoken appreciatively of it. Intense verbal interaction is a distinctive feature of the approach. (MSE)

The authors describe issue strategies for the identification and remediation of basic cognitive deficits in disadvantaged young children. (Author/SBH)

Examines short-term longitudinal relationships between test measures of cognitive processes and ratings of classroom behaviors observed during free play. Subjects were 64 middle-class preschool children. (Author/MP)

The effects of two types of play experiences (constructive and dramatic) on 64 preschool children's perspective-taking performance were studied. (Author/MP)

Proposes that the whole notion of equating time in a classroom with the quality of education is a semantic fiction; describes three perspectives on the learning process in children that provide an alternative to the "fixed schedule" metaphor. (GT)

Elaborates on the cultivation hypothesis: that heavy television viewers incorporate biases present in television content into their own constructions of reality. Suggests that the integration of discrete television events into social reality beliefs requires cognitive skills not available to or unused by younger children. (JMF)

Argues that the real danger of the next decade is the technical form of thought and planning that is beginning to restrict English teaching, and the unwitting contributions English teachers make to the restriction of their own effectiveness. (DD)

Provides a rationale for teachers' use of reading for enjoyment as a means of developing reading ability and literature appreciation as opposed to a basic skills approach to teaching reading. (MKM)

Imperative and declarative performative behavior was examined in 20 nonretarded and 15 Down's syndrome children and adults (7 to 54 years old) operating at two stages of sensorimotor intelligence. In both groups, more advanced types of perfomative behavior were generally associated with a higher sensorimotor stage. (Author)

Mental abilities can be analyzed at four levels: composite tasks, subtasks, components, and metacomponents. Each level of analysis reveals something about the structure and content of mental abilities responsible for intelligent performance. (Author/WI)