Students were administered either conditional syllogism, biconditional syllogism, or conditional and biconditional syllogism tests. Analyses confirmed a tendency towards biconditionality. With conditional syllogisms, results indicated variations across forms of both major and second premises and a reversed developmental trend on problems which…

The purposes of this paper are to explore the major reasons for limited contraception practices for improving sex education. Three areas are identified for discussion: lack of information, cognitive-emotional development, and acceptance of sexuality. (Author)

The influence of televised modeling and modeling plus direct instruction was examined on the induction of complex forms of seriation behavior. The television only and TV plus direct instruction groups made significant gains from pre- to post-test, which were maintained during retention testing. Theoretical and training implications were…

Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…

Discusses research which focuses on the types of experience that foster the internalization of moral norms in an individual's development. Considers the roles of parents, peers, and the mass media, as well as cognitive development and arousal of affects such as empathy and guilt. (Author/GC)

Attainment relative to six cognitive operations and four number and computational skills was assessed for 90 elementary students using clinical procedures. Variance associated with conservation of number, seriation, and logical classification competency accounted for a significant proportion of the variance in achievement scores. (Author/MK)

The project is based on a general systems approach. Developmental stage theory is employed as a starting point, and the developmental "minitasks" which act as stair risers from one developmental level to another are carried through with the use of Bloom's cognitive taxonomy. (Author/DLS)

Pairs of elementary school children at different concept development levels were given problems to discuss, in order to examine the prediction, derived from the equilibration model, that when two children holding different beliefs must arrive at a consenus, the child possessing the higher level of cognitive development will prevail over the child…

Suggests that the general ability structure for retardates is more complex than the structure for normals, containing a "stimulus trace" factor in addition to verbal-educational and spatial-perceptual parameters. (RL)

Discussed are the influences of a student's gender, grade level, country of origin, and urban/rural environment in performance of proportional and combinatorial Piagetian tasks. (Author/SA)

Suggests an approach to understanding moral functioning incorporating developments in biological and cognitive theory. (Author/MP)

Participants aged 17-26, 39-51 and 59-76 solved concept problems to investigate intellectual correlates of concept identification as a function of stage of learning in adulthood. Differential ability-performance relations as a function of stage of learning were considerably less potent in the elderly v the young and middle aged. (Author)

A general discussion of cognitive development as it relates to measurement is presented. Suggested measurement activities are given. (MK)