Suggests that the development of cognitive tempo in educable mentally retarded children parallels that of non-handicapped children. (RL)

The majority of 63 elderly women were able to pass tests in the conservation of mass (98 percent), volume (100 percent), and surface area (65 percent). These results conflict with previous research about Piagetian abilities of elderly people. (RL)

Three levels of mathematical concepts and three theoretically corresponding levels of cognitive development were posited. Children's test results were consistent with predictions for each age group, leading to the conclusion that, for concept attainment at each level, a minimum information-processing capacity is a necessary, but not sufficient,…

Provides data incongruent with Piaget's idea of a concrete operational stage. Shows no clear-cut termination of preconceptual thinking and no simultaneous conceptual development in the three content areas (number, space, and time). (Author/RL)

Parents, especially those responsible for exceptional children, will often attempt to change their belief system dissonance. This dissonance can be changed by altering cognitions, modifying behaviors, or by avoiding dissonance-increasing situations. By being aware of these potential reactions to the parent conference, counselors can better handle…

Derives two models for conceptualizing figure similarities from Piaget's developmental theory of spatial reference systems. An experiment on a two alternative forced-choice similarity matching task revealed age differences in observer dependence among children and young adults. Concludes that some Euclidian space concepts are achieved as formal…

Reviews some major developments of particular relevance to teaching, specifically, Information Processing System (IPS), and developmental psychology. Discusses the quality of both, educational research and science teaching, and gives recommendations for improvement. (GA)

The mathematical solution to a Piagetian experiment involving topological concepts reported in a recent book is labeled as a sham. The correct solution is given and discussed. (MP)

Five steps described by Dienes by which mathematics is learned are illustrated through the use of the topic of direct proportion. (MP)

Reviews the literature pertaining to spatial perspective-taking and attempts to account for the inconsistent findings in this area of research by examining the methodological differences between studies. (Author/SS)

The effects of graded and nongreded curricula on the cognitive and affective development of 246 academically talented elementary students were investigated. (DLS)

Creative thinking and problem solving processes were studied in 233 gifted elementary students. (Author/DLS)

Democratic Socialization is viewed from a cognitive developmental perspective in which hypothetico-deductive thinking and exposure to democratic models are seen as necessary, but not sufficient to development of democrative values. A taxonomy of democratic development is offered. (MS)

Six hundred boys divided by age (6-8), race (black and white) and social class (middle and lower) were given tests for memory, intelligence, learning, and transfer. Findings indicated social class differences on learning and intelligence tests, with racial differences on intelligence, digit span, and paired-associate learning. (Author/MV)

Evaluates conservation and categorization abilities among grade