A new method for separating affective and denotative meaning subsystems in semantic differential ratings of any homogeneous concept domain is developed and illustrated using personality ratings data. Possible applications of this method are discussed. (Author/JKS)

Tests the egocentric hypothesis, i.e., if it can be shown that, given spatial cues, an infant searches at a position bearing an invariant relation to these cues, but with a varying egocentric position, then there would be strong evidence that his organization of space is not necessarily egocentric. (Author/RK)

This paper will report on a primary grade social-cognitive curriculum. We will first consider the construction of this curriculum from the principles of structural developmental and social perspective taking theory. Then we will discuss the curriculum evaluation. We will conclude by suggesting some new directions for evaluation. (Author)

Shows that age or conceptual tempo are not related to the number of trials needed to reach the criteria for a learning task. Impulsive responders performed more poorly than groups of slow-inaccurate, fast-accurate, and reflective responders on the transfer of learning task. (RL)

Cites research findings to refute Piaget's contention of stages of cognitive development. Advocates continuous cognitive differentiation as a model. (CP)

One group of elementary education majors received an algebraic instructional treatment of a unit on linear absolute value equations while another received a geometric treatment. The hypothesis of an aptitude-by-treatment interaction was statistically confirmed. (MN)

A 16-item conditional reasoning test was given to 281 students in grades 8, 10, 12, and 14. Developmental patterns of performance were examined. (Author/JMB)

Describes a program being conducted within the chemistry department of Xavier University, New Orleans, Louisiana, to improve the abstract reasoning abilities of freshmen science majors. The project is based upon the philosophy developed by Jean Piaget. (SL)

Three experiments investigated whether abstract as well as concrete sentences can be processed in a holistic manner. Results suggest that the processing of both types of sentences involves construction of particularized, holistic mental representations that contain information and inferences based on context and knowledge of language and the…

Kohlberg's theory of moral development is restated in less technical terms, with emphasis on the concepts of: (1) moral judgment, rather than behavior, values, or feelings; (2) "stages," describing consistencies in moral reasoning procedures; and (3) "better" stages, measuring structurally more adequate levels. (MJB)

While it is clear that schizophrenic patients often exhibit disordered thinking, the specific nature of the deficit and its role, either as a basis of abnormal behavior or as a symptom of malfunction in some underlying control process, remain to be clarified by research and by theory. Describes two experiments on the performance of conceptual…

Reports three experiments with kindergartners and first graders which used one-trial multidimensional reasoning tasks like those of Toppino (Journal of Experimental Child Psychology, v30, p496-512, 1980). Feedback information and preliminary experience with simple forms of the task produced high performance levels, and verbal labeling in the…

Without opportunities to acquire multiple forms of literacy, children will be handicapped in their ability to participate in the legacies of their culture. The forms in which thinking occurs should not be subjected to the status differences and inequities of society. (MLW)

Analyzes the effect of language of instruction on the verbal reasoning of sixth grade French-English bilinguals (N=36). Results showed a significant interaction between language of instruction and language of presentation and differences associated with level of difficulty and mean response times. (Author/CB)

Verbal analogical reasoning tasks are described as potentially valuable in the assessment and management of subtle linguistic defects less easily detected by standardized language tests. Semantic and structural factors that should be considered in the development of verbal analogies as test items are cited, as well as adaptations for nonreaders.…