The 26th Annual JPS Symposium

Poster Sessions

Program Table of Contents | Program Overview

POSTER SESSIONS

Poster Session 1:
(Pre Assembly, Thursday 3:15 - 4:15)

• (1) A perseverative error in the transition from trial and error to symbolic problem solving in young children
  Mary Benson McMullen, Indiana University

• (2) Children's intuitive beliefs about the inheritance of parental characteristics
  
  Charlene Nelson and Karen Horobin, California State University, Sacramento; Curt Acredolo, University of California, Davis

• (3) Nature and nurture in children's understanding about the inheritance of parental characteristics
  Karen Horobin and Charlene Nelson, California State University, Sacramento; Curt Acredolo, UC Davis

• (4) Low-income parents' emerging conceptual systems concerning their pre-school children mathematical abilities and learning potential
  Maria I. Cordero, Susan H. Pearsall, and Carrie O'Brien, Teachers College, Columbia University

• (5) Children's perception of God's authority over social rule violations
  Nicholas R. Santilli, Michael A. Morabito, John Carroll University

• (6) An examination of intraindividual and interindividual developmental trends in moral and evaluative reasoning
  Theo Dawson, University of California at Berkeley

• (7) The relation between preschoolers' length of attendance at child-oriented childcare programs and prosocial behaviors and understanding
  Linda E. Derscheid and Greg Stevens, Northern Illinois University

• (8) Children's transitive reasoning: Effects of visual-spatial and linguistic task conditions
  Jane Drummond, University of Alberta

• (9) Distinguishing expressive and receptive language skills in early development: Theoretical and practical implications
  Lucia French, University of Rochester

• (10) Hierarchy-based logic: The class inclusion task revisited
  Tibor Hrubos and Pamela Blewitt, Villanova University

• (11) Eliciting intertextual constructions of meaning in children's narrative: Developmental patterns and interpretive stances
  Daniela Plesa, The Graduate Center and University Center of the City University of New York

• (12) The learning lab
  Sharon Reynolds, Texas Christian University

• (13) Certainty and likelihood
  Robert B. Ricco, Deanne McCollum, Julie Wang, Cindy Lou Shields, California State University at San Bernardino

• (14) Illusory inferences: When the impossible seems probable
  Fabien Savary and Philip N. Johnson-Laird, Princeton University

• (15) Metalinguistic skills, text reading and comprehension, from elementary grades 1 to 6
  Hélène Ziarko, Université Laval

• (16) Testing a model of social scheme formation
  Abraham J. Malerstein and Mary M. Ahern, University of California San Francisco; Steven Pulos, University of Northern Colorado

• (17) "I feel I have received a new vision:" Teachers' development of personal meaning through work with students on interpersonal issues
  Sigrun Adalbjarnardottir, University of Iceland and Robert L. Selman, Harvard Graduate School of Education

Poster Session 2:
(Pre Assembly, Friday 3:15 - 4:15)

• (1) Children's conceptions of the metaphysical and spiritual
  Chris J. Boyatzis, Bucknell University

• (2) Gender differences on the SAT-math are culture- specific
  James P. Byrnes, University of Maryland; Li Hong, Tsing Hua University, People's Republic of China

• (3) Reasoning with conditionals: The role of alternative antecedents
  Isabelle Vadeboncoeur, Henry Markovits, Université du Québec à Montreal; P. N. Johnson-Laird, Princeton University

• (4) Context and conditional reasoning
  Isabelle Vadeboncoeur, Henry Markovits, Université du Québec à Montreal; Alain Desrochers, Ottawa University

• (5) Conditional reasoning in young children
  Henry Markovits, Michèle Venet, Stéphane Quinn, Marie-Léda Fluery, Université du Québec à Montreal

• (6) On the use of the microgenetic method for studying concept development
  Elena Bodrova, Deborah J. Leong, Metropolitan State College of Denver

• (7) Quantitative analysis of the Methode Clinique II: The child's conception of area
  Trevor G. Bond, Kellie Parkinson, James Cook University, Australia

• (8) A comparison of rasch scaling, image analysis, and multiple hierarchical analysis of a set of Piagetian- based written problems representing different forms of thought and different logical operations
  William M Gray, Christine Fox, University of Toledo; Trevor Bond, James Cook University; Richard J. Hofmann, Miami University

• (9) Is the adaptation of intelligence a metaphor?
  Yeh Hsueh

• (10) Children's understanding of the nature of television: A theory of mind perspective
  Jodi D. Jacobson, Ellin Kofsky Scholnick, University of Maryland at College Park

• (11) Formal operational reasoning and recall of early childhood memories
  Jack Meacham, SUNY at Buffalo

• (12) Elementary school children's understanding of thematic maps
  Ann Krygier Newman, Lynn S. Liben, Pennsylvania State University

• (13) Gender and moral development: Relations between parental identification, moral orientation, and moral judgment
  Victoria Orekhovsky, Charles C. Helwig, University of Toronto

• (14) Narratives of transformation: Developing conceptions of risk and adventure in adolescents and young adults
  Cynthia Lightfoot, Monica Howe, Nadia Khan, Sally Penrose, Mark Stearns, Kristin Wurm, State University of New York, Plattsburgh

• (15) When feedback becomes part of the problem: Task representation and control of erroneous performance in 9 to 12 year old children
  Uri Shafrir, Ontario Institute for Studies in Education

• (16) Do middle school students have commonsense matter theories?
  Carol L. Smith, University of Massachusetts, Boston

• (17) Response probes for a group administered measure of self-concept development
  Teddi S. Deka and Fred L. Damarin, Ohio State University

Program Table of Contents | Program Overview

	© 1996 The Jean Piaget Society Send comments to: Chris Lalonde (webmaster@piaget.org) Last update: 8 June 1997