The present study was designed to explore the relationship between the theoretical models of cognitive development proposed by L. S. Vygotsky and J. Piaget. One hundred and four subjects aged four to sixteen years were selected. All subjects were in the average range of intelligence, were in the usual school grade for their age, and had no history…

Describes and discusses the rule-assessment approach, a new research strategy for studying developmental sequences in children's acquisition of knowledge. Four experiments were conducted to illustrate the utility of this approach across a variety of concepts and a wide range of ages (three-year-olds to college students). (Author/CM)

Theoretical and empirical research derived from Piagetian theory is collected on the intellectual development of the elementary school child and his acquisition and utilization of conservation concepts. The articles present diversity of method and motive in the results of replication (validation studies of the description of cognitive growth) and…

A review of Piaget's theory and research on children's cognitive development is presented, including a discussion of the psychological structures of intelligence, developmental constructivism, and the evolution of knowledge as a subject-object relation. Piaget's assessment techniques are summarized, including moral development, number…