The article offers a theoretical framework including a brief review of the literature on the importance of attitudes and second language learning, bilingualism and cognition, and bilingualism and language acquisition. Based on this theoretical framework, an integrated bilingual kindergarten curriculum model is presented. (NQ)

Briefly discusses theories on second language reading strategies and describes pilot study conducted at University of Ottawa using cloze procedure to help determine roles of syntactic versus semantic cues and similarities and/or differences between L1 and L2 reading strategies. (Author/BK)

Assesses ability of infant tests to predict language and cognitive development and to detect infants at risk for developmental problems. The Bayley Mental Development Index was particularly capable of detecting infants at risk for developmental delay. The Caldwell Inventory of Home Stimulation identified home environment as a key factor in…

Middle school students (N=25) with exceptional educational needs were matched with regular students and assessed for their level of moral reasoning using the Objective Assessment of Moral Development. Results indicate exceptional students select types of reasoning typical of younger children, and become less like their peers with age. (RC)

Reviews significant recent research and information related to the beginning period of human life, and specifically discusses the developing fetus and infant, and the surrounding environment in which the infant is born and reared. Suggestions for prevention of mental-health problems are offered. (Author/DB)

The intent of this study was to determine whether selected cognitive and affective differences existed between high school students who enrolled in a one-semester course on career development and those who did not. Time and quality of experiences appeared to be significant contributors to affective and cognitive gains. (CT)

A longitudinal study of the ego and cognitive development of boys and girls revealed that sex-different socialization practices cause the two sexes to create different premises about the world, develop different competencies, and use different cognitive structures to deal with new experience. (Author/WD)

Presents the major assumptions of cognitive-developmental theory on social reasoning processes. Provides a selective review of research on social reasoning in various domains and discusses implications of the cognitive-developmental analysis of social reasoning for argumentation theory. (JMF)

Indicates how various degrees of malnutrition affect children's development. Reviews research conducted in several developing countries and the United States, and describes the nutritional status of children in the United States. Implications for nutrition programs, research and policy formation are pointed out. (Author/RH)

A grouping task revealed a chronological progression: color and form determined the 4-year-old children's grouping about equally; form dominated in the 5-year-olds; and 9-year-olds grouped primarily by conceptual attributes. Performance on a memory task showed the developmental shift from color to form to concept, while cued recall showed…

Two studies indicate that Oksapmin children progress from premediational to mediational phases in their use of body parts to compare and reproduce number and that this change generally occurs prior to the development of concepts of number conservation. A third study shows that this general change is manifested in culturally specific ways.…

High and low SES mothers of one- and three-year-old children (N=104) were interviewed. Results showed that low SES mothers believed that infants acquire basic cognitive skills later and that the introduction of cognitively stimulating activities should occur later than did high SES mothers. (JMB)

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)

Reports on day-care and preschool programs in Czechoslovakia and East Germany, describing infant-toddler care, preschool programs, research projects, parent involvement, and future trends. (DB)

Japanese elementary school children were administered a series of trials in a paired-associate learning paradigm. It was shown that younger children learn foreign words faster than older children. (JB)