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In this study, we examine the influence of schooling and age on the development of concrete and operational thought and information processing as measured by non-Piagetian tasks. One hundred schooled and 100 non-schooled children in the age brackets of 6-8 and 10-12, and 50 4-6-year-old preschool children from a relatively homogeneous socio-demographic baokground in a rural part of India were given four tests for informationcoding processes. Half of the subjects in each group were also given four Piagetian concrete operational tasks. As predicted, performance on Piagetian tasks increased as a function of age only, whereas the effects of schooling, age, and their interaction were clearly observed for coding processes. It is concluded that information-processing modes rather than concrete operational skills are more sensitive to cognitive consequences of schooling.

Can we assume that the generally poor reader in Oriya language may be distin guished from good and average readers on the basis of selected cognitive tasks that do not involve reading? Furthermore, are their cognitive performance differ ences similar to those found among good and poor readers in English among Canadian children whose mother tongue is English? School children from Grades 3 and 5 participated in the study. They came from two kinds of schools: of poor and average quality. Cognitive tests measuring simultaneous and successive processing, and some planning and attention tasks were administered. Results from the average quality school showed that the poor readers were clearly poor in both simultaneous and successive tests and in only some planning and attention tests. The Canadian and Oriya children's cognitive patterns were thus similar. The need for taking a much larger sample to separate the truly dyslexic child from the "garden-variety"poor readers and then examining their cognitive patterns is suggested.