Exploratory studies of early cognitive development

The Development of Thinking in Young Children: The Problem of Analysis

The action-patterns of young children, shown in problem-solving and spontaneous play, are considered on the basis of a levels of organisation approach, by means of a task-analysis. The main problem of such analysis arises from interleaving with the action components inferred cognitive constituents which may be incorrectly inferred. In the analysis, other end-results than solution and less than optimum strategies are regarded as equally important as success and the use of the most efficient means. Cognitive activity is analysed in terms of the successive co-ordination of existing patterns and the incorporation of new mental components to form a series of levels. The approach is discussed in the context of the development of thinking in children of one and a half to five years.

Attainments of severely mentally retarded adolescents by aetiology

Piagetian cognitive level, language abilities, adaptive behaviour and graphic skills were assessed in three groups of adolescents with severe learning difficulties: Down's syndrome (DS), congenital cerebral palsy (CP) and unknown origin (NSP). Results were compared with assessments made seven years earlier. A wide range of scores was observed in each group. Medians of the DS and NSP groups were similar and generally were significantly higher than those of the CP group. When the number and severity of other impairments and disabilities (HDCP) was taken into account, group averages of attainments and progress were very similar. Implications for intervention are discussed.