Preschool children in a free-play situation experienced one of two training sequences: saying then doing, or doing then saying. The effect of training on the development of a correspondence between children's verbal and nonverbal behaviors was examined. The say-do sequence produced higher levels of correspondence. (ST)

Studies of young children's sequence of development from counting to the beginnings of formal arithmetic are reviewed. Four essential basic skills are identified: use of counting words, enumeration, the cardinality rule, and quantitative comparison. The contribution of counting to the development of arithmetical proficiency is stressed. (JDD)

Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

Examines the relationships between mental maturity and achievement in three types of science concepts-classificational, correlational, and theoretical. (AL)

A number of college students in forensic debate may be deterred from debating broad topics due to a lack of appropriate cognitive development and a perception of unacceptable certainty. These students have failed to develop formal thinking patterns because they lack reinforcing experiences in reasoning at that level. A sequenced pattern of…

After some preliminary doubts about Kohlberg's method of assessing moral reasoning, six claims of his "stage-structural" theory are criticized: (1) that the stages constitute structural wholes; (2) their invariant sequence; (3) their cultural universality; (4) their logical necessity; (5) increasing cognitive adequacy; and (6) increasing…

Presents the theory that rhetorical modes taught in developmental writing courses parallel the process of human cognitive development. Describes the teaching strategies and competencies incorporated in a developmental writing course which proceeds sequentially from description through analysis, comparison, classification, and cause and effect. (JP)

This longitudinal study examined the interrelationship between sex of the child and sex of the parent on the expression of attachment behaviors during the child's first 2 years. Special consideration was given developmental changes in the attachment structure and the relationship of attachment to cognitive development. Ten boys and 10 girls were…

Compared the collaborative patterns of seven- and five-year-old expert planners working with five-year-old novice planners on tasks requiring reverse sequencing strategies. Results suggest that cognitive gains are achieved when children collaborate with peers more expert than themselves in problem-solving activities. (MM)

This series of four experiments on children's causal sequences was directed at: (1) extending Brown's research on temporal ordering to causal relationships portrayed in picture sequences; (2) investigating the developmental progression of skills involved in understanding and remembering sequences; and (3) examining the development of reversible…

Described is a system (created by the Great Lakes Region Special Education Instructional Materials Center) for classifying auditory learners and matching them to appropriate auditory learning experiences. The learner classification system outlined utilizes an organizational table that accommodates five learner variables (mental age, chronological…

A study was conducted to clarify a number of issues related to Piaget's theory of invariant sequantiality in child cognitive development. Ss were 143 middle-class white children of bright, average and retarded psychometric abilities (measured by performance on the Stanford-Binet Intelligence Test). Bright and average Ss were chronologically aged…

As an example, two aspects of children's conservation are explained: decalages and the shift from perceptual to quantitative cues. This approach, relative to structuralist formulation, involves cognitive factors such as prior learning, as well as impinging social experience. It is compatible with Piaget's theory, yet simpler and more flexible. (CP)