(P.S.: Review this and all STEPPE/Hedbring reference lists often; they are in constant flux as new literature is uncovered, recommended, or encountered. We are all in this together, so please be quick and eager to point out errors or additional literature you find compelling. Thank you.)

Ashton, P.T. (1975). Cross-cultural Piagetian research: An experimental perspective. Harvard Educational Review, 45, 475-506.

Becker, W.C., Engelmann, S., & Thomas, D.R. (1975). A comparison of Piaget's cognitive development theory with behavior therapy. In W.C. Becker, S. Engelmann, & D.R. Thomas, Teaching 2: Cognitive learning and instruction (pp. 215-231). Chicago: Science Research Associates.

Beilin, H. (1992). Piaget's enduring contribution to developmental psychology. Developmental Psychology, 28, 191-204.

Broughton, J.M., Leadbeater, B., & Amsel, E. (1981). Reflections on Piaget: Proceedings of the Jean Piaget Memorial Conference. Teachers College Record, 83, 151-217.

Buck-Morse, S. (1975). Socio-economic bias in Piaget's theory and its implications for crossculture studies. Human Development, 18, 35-49.

Case, R. (1992). Neo-Piagetian theories of child development. In J.R. Sternberg & C. A. Berg (Eds.), Intellectual development (pp. 161-196). New York: Cambridge University Press.

Dougherty, J.M., & Moran, J.D. (1983). The relationship of Piagetian stages to mental retardation. Education and Training of the Mentally Retarded, 18, 260- 265.

Duckworth, E. (1973). Piaget takes a teacher's look. Learning, 2(2), 22-27.

Duckworth, E. (1979). Either we're too early and they can't learn it or we're too late and they know it already: The dilemma of "applying Piaget." Harvard Educational Review, 49, 297-312.

Elkind, D. (1967). Piaget and Montessori. Harvard Educational Review, 37, 535- 545.

Elkind, D. (1969). Piagetian and psychometric conceptions of intelligence. Harvard Educational Review, 39, 319-337.

Flavell, J.H. (1963). The developmental psychology of Jean Piaget. New York: Van Nostrand.

Furth, H.G. (1970). Piaget for teachers. Englewood Cliffs, NJ: Prentice-Hall.

Furth, H.G. (1981). Piaget and knowledge: Theoretical foundations (2nd ed.). Chicago: University of Chicago Press.

Furth, H.G., & Wachs, H. (1975). Thinking goes to school: Piaget's theory in practice. New York: Oxford University Press,

Gelman, R., & Baillargeon, R. (1983). A review of some Piagetian concepts. In P. Mussen (Ed.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 167-230). New York: Wiley.

Ginsburg, H., & Opper, S. (1979). Piaget's theory of intellectual development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Hobson, R.P. (1985). Piaget: On the ways of knowing in childhood. In M. Rutter & L. Hersov (Eds.), Child and adolescent psychiatry: Modern approaches (pp. 191-203). Oxford: Blackwell.

Inhelder, B., de Caprona, D., & Cornu-Wells, A. (Eds.). (1987). Piaget today. Hillsdale, NJ: Erlbaum.

Johnston, E.B., & Johnston, A.V. (1984). The Piagetian language nursery: An intensive group language intervention program for preschoolers. Rockville, MD: Aspen.

Jordan, N. (1972). Is there an Achilles heel in Piaget's theorizing? Human Development, 15, 379-382.

Kagan, J. (1980). Jean Piaget's contributions. Phi Delta Kappan, 61, 245-246.

Kahn, J.V. (1975). Relationship of Piaget's sensorimotor period to language acquisition of profoundly retarded children. American Journal of Mental Deficiency, 79, 640-643.

Kahn, J.V. (1979). Applications of the Piagetian literature to severely and profoundly mentally retarded persons. Mental Retardation, 17, 273-280.

Kamii, C. (1979). Piaget's theory, behaviorism, and other theories of education. Journal of Education, 161(1), 13-33.

Kamii, C. (1981). Application of Piaget's theory to education: The preoperational level. In I.E. Sigel, D.M. Brodinsky, & R.M. Golinkoff (Eds.), New directions in Piagetian theory and practice (pp. 231-265). Hillsdale, NJ: Erlbaum.

Klein, N.K., & Safford, P.L. (1977). Application of Piaget's theory to the study of thinking of the mentally retarded: A review of research. Journal of Special Education, 11, 202-217.

Kuhn, D. (1979). The application of Piaget's theory of cognitive development to education. Harvard Educational Review, 49, 340-360.

Lavatelli, C.S. (1973). Piaget's theory applied to an early childhood curriculum. Boston: Center for Media Development.

Lipsitt, L.P. (1981). Sensorimotor development: What infants do and how we think about what they do. In I.E. Sigel, D.M. Drodzinsky, & R.M. Golinkoff (Eds.), New directions in Piagetian theory and practice (pp. 29-37). Hillsdale, NJ: Erlbaum.

Moerk, E.L. (1975). Piaget's research as applied to the exploration of language development. Merrill-Palmer Quarterly, 21, 151-170.

Morgan, S.B., Cutrer, P.S., Coplin, J.W., & Rodrique, J.R. (1989). Do autistic children differ from retarded and normal children in Piagetian sensorimotor functioning? Journal of Child Psychology and Psychiatry, 30, 857-864.

Nagy, P., & Griffiths, A.K. (1982). Limitations of recent research relating Piaget's theory to adolescent thought. Review of Educational Research, 52, 513-556.

Palmer, E.L. (1970). The equilibration process: Some implications for instructional research and practice. In I.J. Athey & D.O. Rubadeau (Eds.), Educational implications of Piaget's theory (pp. 18-26). Waltham, MA: Xerox.

Pascal-Leone, J., & Goodman, D. (1979). Intelligence and experience: A neo- Piagetian approach. Instructional Science, 8, 301-367.

Phillips, W.A. (1983). Short-term visual memory. In D.E. Broadbent (Ed.), Functional aspects of memory (pp. 57-71). London: Royal Society.

Piaget, J. (1926). The language and thought of the child. New York: Routledge & Kegan Paul.

Robinson, C.C. (1976). Application of Piagetian sensorimotor concepts to assessment and curriculum for severely handicapped children. AAESPH Review, 1, 5-10.

Schmid-Kitsikis, E. (1973). Piagetian theory and its approach to psychopathology. American Journal of Mental Deficiency, 77, 694-705.

Silverstein, A.B., Brownlee, L., Hubbell, M., & McLain, R.E. (1975). Comparison of two sets of Piagetian scales with severely and profoundly retarded children. American Journal of Mental Deficiency, 80, 292-297.

Smart, M. (1970). What Piaget suggests to classroom teachers. In I.J. Athey & D.O. Rubadeau (Eds.), Educational implications of Piaget's theory (pp. 13-18). Waltham, MA: Xerox.

Smillie, D. (1982). Rethinking Piaget's theory of infancy. Human Development, 25, 282-294.

Smock, C.D. (1981). Constructivism and educational practices. In I.E. Siegel & D.M. Golinkoff (Eds.), New directions in Piagetian theory and practice. Hillsdale, NJ: Erlbaum.

Steiner, G. (1974). On the psychological reality of cognitive structures: A tentative synthesis of Piaget's and Bruner's theories. Child Development, 45, 891-899.

Stendler-Lavatelli, C.B. (1970). Aspects of Piaget's theory that have implications for teacher education. In I.J. Athey & D.O. Rubadeau (Eds.), Educational implications of Piaget's theory (pp. 36-46). Waltham, MA: Xerox.

Stephens, B. (1977). A Piagetian approach to curriculum development for the severely, profoundly and multiply handicapped. In E. Sontag (Ed.), Educational programming for the severely and profoundly handicapped (pp. 237-249). Reston, VA: Council for Exceptional Children.

Wolinsky, G.F. (1970). Piaget's theory of perception: Insights for educational practices with children who have perceptual difficulties. In I.J. Athey & D.O. Rubadeau (Eds.), Educational implications of Piaget's theory (pp. 165-177). Waltham, MA: Xerox.

Woodward, W.M. (1979). Piaget's theory and the study of mental retardation. In N.R. Ellis (Ed.), Handbook of mental deficiency, psychological theory and research (2nd ed., pp. 169-195). Hillsdale, NJ: Erlbaum.

Youniss, J. (1980). Parents and peers in social development: A Piaget-Sullivan perspective. Chicago: University of Chicago Press.