Research supported in part by research grant MH-12656 and training grant MH-8298, National Institute of Mental Health, U.S. Public Health Service.

Research supported by a grant form the U.S. Office of Education, Bureau of Research

Article developed from a talk presented to the annual assembly of the Canadian Society for Education Through Art (Winnipeg, October 26, 1968).

Expressing the imagination dramatically is a step toward refining and shaping thought and behavior. Imagination is a part of the complex interaction of thought and action and has a place in the knowledge base. Drama is a direct expression of the imagination in action. In drama, the thought--the imaginings--are expressed in action and that action…

Previous research has shown a similar starting time for early combinations of words and play actions in children and has suggested that similar cognitive processes underlie the transition to combining activities in language, symbolic play, and manipulative play. A study was undertaken to investigate combining activities in these three domains and…

The way that children construct the representation they use to solve transitive inference problems was examined. Forty-eight children 4.5 to 5 years old and 48 children 6 to 7 years old were asked to learn either a three-item series or a four-item nonseries. They were asked to learn the relationships between different colors of faces that were all…

One of 10 documents developed for preschool programs for handicapped children, the parent activity catalog is a selection of activities suitable for parent volunteers to do with preschool children in a nursery school setting and is intended to supplement the Parent Volunteer System Manual which describes ways to utilize parents in the classroom.…

Dutch children (ten five year olds and ten seven year olds) were asked to repeat two-clause sentences that varied in internal semantic cohesiveness. Results showed that semantic factors were primary in determining the five year olds' performance, while seven year olds, though possibly not insensitive to semantic variables, were retaining syntactic…

Cognitive development during each of the major stages identified by Piaget is characterized by abilities to solve progressively more complex tasks (e.g., changes in the object concept during the sensori-motor stage, and in conservation of amount, weight, and volume during the concrete operational stage). Several theorists have suggested that these…