Eight-year-old children were trained on length or weight relationships between adjacent members of a five-item series of colored objects. Visual feedback was provided. Results indicated more salient visual feedback reduced learning effort for length but not for weight comparisons. Encoding differences found in another experiment were used to…

Jean Piaget's theory of cognitive development described what children are capable of doing at each stage of development; new research focuses on actual use of these capabilities. (Author/MLF)

Explores children's predicting and inferencing strategies for understanding written materials by analyzing an example of one second grader's oral reading. Discusses theory of reading comprehension processes, as well as how teachers can develop student's predicting and inferencing abilities at word, sentence and suprasentential levels. (RH)

Presents research findings that provide the basis for describing copying as a cognitive task, and suggests an approach to instruction and learning that is consistent with this view. (Author/MP)

Ninety-six first- through fourth-grade children were administered four cognitive perspective-taking tasks in order to assess their ability to coordinate simultaneously their own viewpoint and another person's differing cognitive viewpoint. (CM)

Findings suggested that the pattern of amphetamine induced changes in cognition is generally similar in normal and hyperactive children, and that differences that do appear involve components of cognition that distinguish these children in the undrugged state (semantic processing, organization in recall, and free retrieval of information).…

The effect of focused or preorganized instruction on the mental operations of 64 learning disabled (LD) children (8 to 12 years old) was examined. Results indicated focused instruction had a positive effect on cognitive functioning. (Author)

Examines possible differences between second and fifth graders' ability to use cues for recall when the target items are equally accessible to such cues. Subjects were 48 elementary school children. (MP)

Forty children of different ages responded individually to cartoon drawing in one of two orders of presentation in order to investigate children's understanding of recursive thinking. Five boys and five girls in each of the age ranges five to six, six to seven, seven to eight, and eight to nine served as subjects. (MP)

This study sought to determine if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies and if older children use the high order relations in prose more efficiently than younger children. (HOD)

Two experiments investigated the process by which children encode briefly presented spatial positions. First, third, and fifth graders were asked to judge whether a test dot occupied the same position on a card as any one of a number of dots which had been presented tachistoscopically. (JMB)

This study compares the effects of specific questioning strategies on children's recall of stories. (SB)

Two studies (1) compared the ability of pre- and post-operational children to seriate sets of 4 temporal sequences presented simultaneously and (2) examined the ability to recall sequences when given the initial, middle, or terminal item as a retrieval cue. (SB)

Expresses concerns about the way Hiebert et al. (1996) characterized Dewey's approach to thinking and problem solving. It argues that Hiebert et al.'s interpretation of Dewey downplays the crucial role of ideas in the problem-solving process while simultaneously elevating "action, over doing" as the key element in promoting greater…

Explores written calculation methods for division used by pupils in England (n=276) and the Netherlands (n=259). Analyses informal strategies and identifies progression towards more structured procedures that result from different teaching approaches. Comparison of methods used shows greater success in the Dutch approach which is based on…