This paper includes a development of rational thought processes through scientific experiments concerning the effects of foreign chemicals on biological processes. However, the main emphasis is placed on the moral development of children at this age level. (Author)

This study sought to extend previous research by investigating performance of intellectucally gifted children on the Mental Processing Composite of the Kaufman Assessment Battery for Children (K-ABC). A sample of 54 children (aged 6-12) referred for possible gifted placement were administered the Sequential and Simultaneous scales. Average scores…

Using a neo-Piagetian structural analysis, two studies examined developmental differences in the oral narratives of children aged four to ten years. The first experiment, reporting on 20 children at each of the dimensional substages (mean ages of 4.8, 6.1, 8.5, and 10.6 years), showed that a qualitative shift occurred between four and six years…

Although inappropriate computer experiences emphasizing things more than people are frequently introduced into elementary school classrooms by inadequately trained administrators and teachers, computers can be appropriately used to liberate or empower thinking abilities. Certainly, computers should be used for specific reasons, but…

One hundred and sixty subjects ages 7, 9, 11 and 21 years judged the standard Brentano form and a dot form of the illusion of 5 trials at 30 second intervals. (LLK)

The factors underlying memory performance in learning are shown to be affected by strategic processing and by automatic processing. Strategic processing is under the conscious control and effort of the learner while automatic processing is dependent on the strength of associations between new concepts and known concepts in a given domain.…

The ordering of difficulty of logic principles and the age of acquisition for each were examined with 160 gifted children (20 each from ages 4 to 11). Five principles of class logic were explored: three orders of enthymemes, i.e., missing conclusion, missing minor premise, and missing major premise; and two additional third order enthymemes, i.e.,…

The development of the ability to identify unstated assumptions in arguments should begin in the kindergarten and elementary school if a high level of proficiency is eventually to be reached in sizing up assertions. A clear thinker needs to make sure that propositions are clear by making unstated assumptions explicit. Since children commonly use…

THIS STUDY INVESTIGATED THE RELATIONSHIP BETWEEN CHILDREN'S HUMOR RESPONSE AND COGNITIVE DEVELOPMENT. BY USING CHILDREN OF DIFFERENT GRADE LEVELS AS SUBJECTS, IT WAS ASSUMED THAT THE STUDY WOULD INCLUDE SEVERAL LEVELS OF COGNITIVE DEVELOPMENT. TWENTY-FIVE CARTOONS WERE SHOWN TO 64 TEST CHILDREN. THE TEST CHILDREN WERE CHOSEN FROM GRADES TWO,…

This examination of the processes in reading comprehension is divided into seven categories. "Theoretical Foundations" reviews some of the research conducted by Bruner, Piaget, and Bloom in the areas of cognition or comprehension processes of young children. "Development of a Spiraling Reading Curriculum" examines a spiraling taxonomy of reading…

Thirty-two children each in grades 1-5 participated in an experiment designed to replicate and extend a study by Flavell and associates (1972) which hypothesized that "memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive…

Evidence has accumulated indicating that high arousal or activation facilitates long-term retention (LTR) but depresses short-term retention (STR) relative to low activation in list learning. The present study extended this research to the learning and retention of text by children. It specifically investigated the effects of questions inserted…

Analyzes selected aspects of Piaget's theory of cognitive development and offers guidelines for primary social studies curricula based on the analysis. (CM)

Two studies were conducted to investigate the assumption that elementary age deaf children are qualitatively different from hearing children in the manner in which they prefer to process events in memory. (Author/SBH)