Results of this replication study indicate considerable agreement with Piaget and Inhelder's description of stage-related verbal features while failing to confirm their description of stage-related nonverbal features. (JMB)

Examined the relationship between two components of class inclusion (hierarchical classification and quantification of inclusion) and investigated the effects of methodological modifications. Subjects were nine girls and nine boys each from first, second, and third grades. (Author/JMB)

Using the multitrait-multimethod matrix design, this study investigated the convergent and discriminant validity of three selected measures of aggression in second, third, and fourth grade children based on three methods of data collection: teacher ratings, peer ratings, and self report. (BD)

Examined the distinction between preschool children's incorrect and opposite interpretations of "less" and investigated the influence of contextual/procedural factors on their comprehension of "less." (Author/JMB)

Sixty kindergarten, first-grade, and second-grade children were required to construct numerically equivalent collections and to determine asymmetric-transitive relations among nonequivalent collections, using two strategies of cardinal number: correspondence and counting. A novel "collinear correspondence" task was also introduced and compared…

Inspection of findings from Denney and Ziobrowski (1972), in light of problems of analysis and method, seriously questioned the validity of their reported crossover interaction of clustering criteria with age. In addition, a replication of their experiment, correcting for methodological problems, revealed no interaction of clustering criteria with…

Data from infants unable to complete experimental sessions were compared to those for whom there were complete data. Results suggest that the elimination of large numbers of infants may have a potentially biasing effect on reported data. (Authors)

Argues that researchers can achieve objectives of advancing basic knowledge and addressing applied problems within a single research program. Provides a framework for this perspective by examining historical trends of basic and applied developmental research and examining potential approaches. Uses research on affordances and childhood injuries to…

Reviews the history of applied child development research. Suggests that future studies address questions that society needs to answer as well as questions that might contribute to theory, and that research methods be adjusted accordingly. Urges academics to broaden their audience to focus on practitioners, policymakers, and the public. Concludes…