Reports seven studies of the acquisition of knowledge about the appearance-reality distinction and suggests some conclusions about the course of conceptual development in this area from early childhood (3 years) to adulthood. (Author/NH)

Principles arising from aspects of Vygotsky's ideas for the development of self regulation and from cognitive social learning theory are discussed. It is suggested that present methods of teaching mathematics are not adequate and that the use of instructional technology is needed to overcome the shortcomings. (JAZ)

Art therapy enhances the cognitive abilities of most students no matter how severely affected they may be. It also provides an emotional outlet and opportunity to gain self-worth. Schools would do well to seek out educator-therapists in the arts to serve the special needs of mainstreamed children. (LHW)

Examines the development of the child's concepts of certainty and uncertainty within the context of concrete and propositional reasoning tasks. Subjects were first, third, and fifth graders. Findings support the position that reasoning about concrete certainty and uncertainty requires a different competence than that required for reasoning about…

Black children (N=233) from three age levels and two socioeconomic (SES) levels were given five Piagetian tasks to determine if differences in sex were associated with differences in cognitive development levels. Results showed that higher SES children performed better than lower SES children on all five measures of reasoning, seriation,…

Reviews literature about play to examine the use of language to facilitate play, play with language as an object, and egocentric speech in play situations. Finds a definite link between language and play. (Author/AS)

Data analysis of responses from 251 early adolescents on measures of cognitive development and perceived parental support revealed: (1) formal operations diminished adolescent egocentrism; and (2) perceived parental relations were predictive of self-consciousness. Contrary to posttheoretical assumptions, seventh graders at the concrete operations…

Young children think and learn differently, yet early childhood education is now subject to new pressures. Many believe that early exposure to technology accelerates mental development and improves sensory and mental capacity. There is no factual support for this idea. Children who grow up with technology are not necessarily more proficient with…

Examines the early learning experiences of great men and women mathematicians to determine whether their lives were stimulated in symbol modes that generated semiautonomous cognitive systems of acquiring, processing, and originating vast complexities of abstract mathematical concepts. (HOD)

High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)

Investigates the extent to which sex stereotypes impose competence (e.g., not knowing about objects) versus performance limitations (e.g., not performing for lack of reward) and the effects of sex stereotypes on exploration among 56 4- to 9-year-old children. (HOD)

Investigates the relative influence of speech and pointing gesture information in the interpretation of referential acts among children averaging three and five years of age and adults. (HOD)

Focuses on the role of temperament in early psychosocial interaction, specifically as it relates to infant-mother attachment. Also considers how temperament may influence the infant's cognitions, emotions, and behaviors and thus affect his or her adaptation to social events. (HOD)

Configural frequency analysis (CFA) is suggested as a technique for longitudinal research in developmental psychology. Stability and change in answers to multiple choice and yes-no item patterns obtained with repeated measurements are identified by CFA and illustrated by developmental analysis of an item from Gorham's Proverb Test. (Author/DWH)

A standardized open-ended interview was used to study how children, four to eight years of age, judge their own and their classmates' abilities. Self-ratings declined with grade, but peer ratings did not. Evaluation differences are discussed in terms of cognitive development and changes in the educational environment. (BS)