Two studies using the concepts and research techniques of J. Piaget were conducted to compare cognitive processes in 45 blind children (2-to-12-years-old) and a random sample of sighted children. (SB)

The study involving 70 deaf, 70 partially hearing, and 70 hearing children (10-16 years old) investigated the effect of lack of verbal language on development of deaf children's cognitive abilities. (SBH)

The main problem of this study was to attempt to determine the source of adults' nonconservation error as well as to explain young children's apparent success. Subjects were 188 children from elementary school, high school, and college. (Author/MP)

Studies the nature and development of perceptual estimation in a task requiring the coordination of spatial dimensions. (BD)

Compared the performance of 29 institutionalized cultural-familial mental retardates on Piagetian conservation tasks. Examined the effects of age, sex, and degree of retardation on conservation performance. (BD)

The study examined the rate and order of conservation in 24 deaf children, ages 8.2 to 12.9 years using standard Piagetian instructions and procedures in sign language. Even the older children failed to demonstrate control over the conservation concept suggesting the presence of a cognitive difference in deaf children. (DB)

To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)

This study investigated the relationship between reflectivity-impulsivity and performance on Piagetian tasks with primary-grade children. Findings indicate that performance was best among the more reflective students but that performance of the normally more impulsive students would increase if they were restrained from answering too quickly. (LS)

Greek migrant children attending Sydney (NSW) schools and taught in English were tested for conservation of number and length in both Greek and English. (Editor)

Studied effectiveness of teaching conservation of chemical identity, composition, and mass to 12 boys and 11 girls of ages ranging from 11.11 to 12.10, using techniques analogous to Piaget's. Indicated the necessity of course re-examination to facilitate attainment of conservation concepts. (CC)

This excerpt from a report (See RIE EA 005 433) alerts school administrators and officials to the means for effecting economies in existing and future school buildings and instructs them in criteria for assessing proposed heating/cooling/lighting and other energy consuming systems. (Author/MLF)

Results show that both kindergarten nonconservers and kindergarten conservers found height most salient. Third-grade conservers found quantity most salient but could easily attend to height and width. (Author/CB)

Purpose of this study was to examine the nature of correlations among tasks purporting to measure communicative, cognitive, role-taking, and spatial egocentrism in childhood. (Author/CB)

One finding is that the children in this study did not reach a level in the development of these concepts expected by Piaget of 9-year-olds. (Authors/CB)