Children's Thinking: Cognitive

Development and Individual Differences

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Cognitive Development
Role of Culture in Cognitive Development
Cognitive Development Is Inseparable From Its Cultural Context
Vygotsky’s Sociocultural Theory
Cognitive Artifacts That Support and Extend Thinking: Tools of
Intellectual Adaptation
Language Names and Numeracy
Age of Digital Natives
Sociohistorical Influences
Social Origins of Early Cognitive Competencies
Studying Children in Natural Settings
Zone of Proximal Development
Apprenticeship in Thinking and Guided Participation
Sociocultural Theory and Cognitive Development
Key Terms and Concepts
Suggested Readings
Chapter 4. Infant Perception and Cognition
Basic Perceptual Abilities of Young Infants
Methodologies Used to Assess Infant Perception
“This Sucks”: Using Infant Sucking to Provide Insight Into Infant
Perception
Visual Preference Paradigm
Habituation/Dishabituation Paradigm
Development of Visual Perception
Vision in the Newborn
Development of Visual Preferences
Development of Face Processing
Auditory Development
Speech Perception
Music Perception
Combining Senses
Intersensory Integration
Intersensory Matching
Perceptual Narrowing
Perceptual Narrowing for Facial Discrimination
Perceptual Narrowing in Speech Perception
Perceptual Narrowing and Music
Perceptual Narrowing Within Intersensory Integration
Perceptual Narrowing as an Evolved Social-Cognitive Mechanism
How Do We Know What Babies Know? The Violation-of-Expectation
 Method
Core Knowledge
Object Representation
Early Number Concepts
Newborn Statisticians?
Arguments Against Core Knowledge
What Is Infant Cognition Made Of?
Key Terms and Concepts
Suggested Readings
Chapter 5. Thinking in Symbols: Development of Representation
Learning to Use Symbols
Young Children’s Interpretation of Pictures and Models
Appearance/Reality Distinction
Piaget’s Theory
Some Assumptions of Piaget’s Theory
Stages of Development
Culture and Symbolic Development
State of Piaget’s Theory Today
Everyday Expressions of the Symbolic Function
Symbolic Play
Distinguishing Between Fantasy and Reality
Causal Representation
Constructing Causal Maps
Role of Play in Causal Learning
Fuzzy-Trace Theory
Assumptions of Fuzzy-Trace Theory
Developmental Differences
The Symbolic Species
Key Terms and Concepts
Suggested Readings
Chapter 6. Development of Folk Knowledge
Theory Theories of Cognitive Development
Folk Psychology: Developing a Theory of Mind
Basic Social-Cognitive Skills Underlying Theory of Mind
Development of Mind Reading
Theory of Mind, Evolved Modules, and Autism
Extending Theory of Mind
Final Reflections on Theory of Mind
Folk Biology: Understanding the Biological World
Is It Alive?
 What Young Children Know and Don’t Know About Biology
Where Do Babies Come From?
Folk Physics: Understanding the Physical World
Development of Spatial Cognition
Object-Oriented Play and Tool Use
Tool Innovation
Children’s Understanding of Time
Final Reflections on Children’s Understanding of the Physical
World
Key Terms and Concepts
Suggested Readings
Chapter 7. Learning to Think on Their Own: Executive Function, Strategies,
and Problem Solving
Assumptions of Information-Processing Approaches
Development of Basic-Level Processes: Executive Function
Speed of Processing
Memory Span and Working Memory
Learning How Not to Respond: Inhibition and Resistance to
Interference
Cognitive Flexibility
Executive Function, Self-Control, and “Hot” EF
Executive Functioning and Brain Development
Final Thoughts on Executive Function
Development of Strategies
Increases in Strategy Use, Improvements in Performance
Utilization Deficiencies
How Do Children’s Strategies Develop?
Development of Memory Strategies
Factors That Influence Children’s Strategy Use and Effectiveness
Culture and Strategies in the Classroom
Learning to Solve Problems
Development of Problem Solving
Reasoning
Key Terms and Concepts
Suggested Readings
Chapter 8. Memory Development
Representation of Knowledge
Memory Development in Infancy
Preference for Novelty as an Indication of Memory
Kicking Up Their Heels
 Deferred Imitation as a Measure of Memory
Neurological Basis of Infant Memory
Infantile Amnesia
Why Can’t We Remember Events From Infancy and Early
Childhood?
Infantile Amnesia and Hypnotic Age Regression
Implicit Memory
Development of Event Memory
Script-Based Memory
Role of Parents in “Teaching” Children to Remember
Children as Eyewitnesses
Age Differences in Children’s Eyewitness Memories
Age Differences in Suggestibility
Final Thoughts on Children as Eyewitnesses
Remembering to Remember
Key Terms and Concepts
Suggested Readings
Chapter 9. Language Development
What Is Language?
Describing Children’s Language Development
Phonological Development
Morphological Development
Syntactic Development
Semantic Development
Pragmatics
Some Theoretical Perspectives of Language Development
Nativist Perspectives on Language Development
Social-Interactionist Perspectives of Language Development
Bilingualism and Second-Language Learning
Sex Differences in Language Acquisition
Language and Thought
Key Terms and Concepts
Suggested Readings
Chapter 10. Social Cognition
Social Learning
Bandura’s Social Cognitive Theory
Forms of Social Learning
Age Differences in Social Learning
Mirror Neurons: The Foundation of Social Learning?
Social Information Processing
 Development of a Concept of Self
Beginning of Self-Awareness
Development of Self-Efficacy
Cognitive Bases of Gender Identity
Gender Constancy
Gender Schemas
Gender Cognition in Transgender Children
Children’s Theories of Gender
How Special Is Social Cognition?
Key Terms and Concepts
Suggested Readings
Chapter 11. Schooling and Cognitive Development
Development of Reading Skills
Overview of Learning to Read
Cognitive Development and Reading
Sex Differences in Reading and Verbal Abilities
Children’s Number and Arithmetic Concepts
Integrative Theory of Numerical Development
Development of Conceptual and Procedural Mathematical
Knowledge
Variations in Developing Mathematical Proficiency: Math
Disabilities, Cultural Differences, and Sex Differences
Schooling and Cognitive Development
Schooling Versus Age Effects on Intelligence
Effect of Schooling on IQ
Evolutionary Educational Psychology
Principles of Evolutionary Educational Psychology
Costs and Benefits of Academic Preschools
“Educational” DVDs and Videos for Infants
Physical Activity
Key Terms and Concepts
Suggested Readings
Chapter 12. Approaches to the Study of Intelligence
Psychometric Approach to the Study of Intelligence
Factors of Intelligence
IQ Tests
Information-Processing Approaches to the Study of Intelligence
Basic-Level Processes
Higher-Order Cognitive Abilities
Sternberg’s Theory of Successful Intelligence
 Sternberg’s Contextual Subtheory, or Practical Intelligence
Sternberg’s Experiential Subtheory, or Creative Intelligence
Sternberg’s Componential Subtheory, or Analytic Intelligence
Gardner’s Theory of Multiple Intelligences
Criteria of an Intelligence
Multiple Intelligences and Education
Key Terms and Concepts
Suggested Readings
Chapter 13. Origins, Modification, and Stability of Intellectual Differences
Transactional Approach to the Study of Intelligence
Behavioral Genetics and the Heritability of Intelligence
Concept of Heritability
Elementary Cognitive Tasks and Intelligence
Familial Studies of Intelligence
Role of the Environment in Behavioral Genetics Analyses
Experience and Intelligence
Establishing Intellectual Competence
Modification and Maintenance of Intellectual Functioning
How Modifiable Is Human Intelligence?
Stability of Intelligence
Defining Stability
Predicting Later Intelligence From Tests in Infancy
Stability of IQ Scores During Childhood
Patterns of IQ Change During Childhood
Are People Getting Smarter? The Flynn Effect
Key Terms and Concepts
Suggested Readings
Glossary
References
Index
Preface

There has been both continuity and change in the 6th edition of Children’s Thinking.
Concerning continuity, we continue to see cognitive development as a dynamic field.
Theories and research findings from a variety of areas combine to produce a picture of
a developing child who is born prepared to make some sense of the world but whose
mind is also shaped by forces in the physical and social environment. This theme, of the
continuous transaction between an embodied child embedded in a social world,
continues to serve as the focus of the 6th edition. Throughout this book we attempt to
present cognitive development not as a series of separate accomplishments (e.g.,
memory, language, theory of mind, executive function) but as a process that involves the
dynamic interaction between an active organism with a changing environment. As such,
we strive to integrate biological (e.g., genetics, brain functioning) with sociocultural
and evolutionary factors to describe and explain human cognitive development.

In addition, as in past editions, we emphasize not only the typical patterns of change in
thinking observed over time (cognitive development) but also individual differences in
children’s thinking in infancy, childhood, and adolescence. Moreover, children use their
developing cognition to solve real-world problems, and many of those problems are
related to acquiring the skills necessary for success in a highly technological world.
Research and theory in cognitive development should do more than inform researchers:
They should also provide insights, both for parents and teachers, in how best to deal
with children. Although this new edition is in no way a “how to” book for educating
children, as in previous editions, we describe research that has implications for
education, making it useful for students training to be teachers as well as psychologists.

Concerning changes, there are two big ones and many smaller ones. The big changes
include a new publisher, SAGE, that recognizes the importance of a book like this for
the field of developmental psychology, and a new coauthor, Kayla Causey. Kayla is a
lecturer in the Departments of Environmental Studies and Psychology at California
State University, Fullerton. Trained as a cognitive developmentalist and well versed in
the latest statistical techniques, theories, and methodologies of cognitive development,
she brings a fresh perspective and lively pen to the book, especially important for a
discipline that is being influenced by innovations in related fields, such as neuroscience
and quantitative analyses.

Somewhat smaller changes in the book include the integration of several contemporary
themes in cognitive development, including the neoconstructivist approach, the
Goldilocks effect, Bayesian probabilistic reasoning, “hot” and “cold” executive
functioning, perceptual narrowing, and causal representation, among others. We also
expanded discussion of sociocultural perspectives in several key areas, including
gender cognition, language, and the effects of media on the development of attention.

This edition also extends a trend begun in earlier editions of including more research
from developmental cognitive neuroscience. There has been a “biologizing” of
cognitive development in recent years, and this is most reflected in research looking at
how the brains of infants and children change over time and are associated with
different patterns of cognitive functioning. We firmly believe that mind is a state of
brain, and, although knowing what’s happening in the brain will not, by itself, tell us
what we, as psychologists, need to know, it is an essential ingredient in understanding
cognitive development. However, having a developmental theory of the brain does not
obviate having a developmental theory of the mind. Our job is to develop an
understanding of how children’s thinking changes over time and how such changes
affect children’s functioning in their world. Knowing something about the biology of
thinking can help us achieve this goal, although it is not the goal itself. We were careful
not to make this book about developmental cognitive neuroscience but to keep the focus
on cognitive development, with neuroscience research supporting, rather than
replacing, the psychological perspective.

Related to this biologizing of development is an increased interest in evolutionary

thinking—how selective pressures in our ancient past may influence how children
develop and function today. We have been proponents of the field of evolutionary
developmental psychology and believe that such a perspective has much to offer the
discipline of cognitive development. This perspective is outlined in Chapter 2,
“Biological Bases of Cognitive Development,” and found, where appropriate, in
various chapters in the book.

Several pedagogical features from the earlier editions have been retained in the 6th
edition. These include a glossary that has all the key terms at the end of the book and the
Key Terms and Concepts and Suggested Readings sections at the end of each chapter.
As in the 5th edition, we provide a Scholarly Works category and Reading for
Personal Interest category in the Suggested Readings section, the latter including
books, articles, and websites suitable for an educated lay audience. Each suggested
reading is followed by a brief paragraph explaining why a particular entry is worth
perusing.

Other pedagogical features are new to the 6th edition. Long end-of-chapter summaries
were replaced with more concise Section Reviews following each major section within
the chapter. The 6th edition also features Ask Yourself … questions, consecutively
numbered after each Section Review, to engage students in reflection and critical
thinking. Instructors may find it helpful to assign these questions to students as a
“reading check.” Boxes were omitted, with most of the information integrated within
the text. Feedback we received from students and some instructors suggested that boxed
material was the most likely to be skipped material in a chapter. Although textbook
writers and instructors often see boxes as an opportunity to include some interesting
information related to a topic, students are more apt to see them as an opportunity to
reduce their reading with little fear of missing “anything important.” We decided that if
it’s important enough to put in the book, it’s important enough to be integrated in the
text.

As in previous editions, the 6th edition provides up-to-date research and theory on
cognitive development appropriate for graduate and upper-level undergraduate
students. Although the total number of references cited in the book remains about the
same as in the previous edition, approximately 30% of all references are new to the 6th
edition. We aimed to make the book reader-friendly and accessible throughout, reducing
discussion of some topics while adding topics that may be of greater interest to a
broader range of students. Each chapter starts with a vignette illustrating some concept
or phenomenon discussed in the chapter, easing students into the chapter.

The general organization of the book remains unchanged from the 5th edition—13
chapters, all with the same titles as found in the previous edition. However, continuity
at the chapter level belies some substantial changes in the content of many chapters.
Several chapters have been reorganized, and, throughout each chapter, recent
groundbreaking research is summarized to demonstrate and support important concepts
and theories in the field. The following provides specific chapter-by-chapter changes to
the 6th edition.
Chapter-by-Chapter Examination of Changes Between
5th and 6th Editions
All chapters in the 6th edition have been substantially revised. There are many new
tables and figures, sometimes replacing older research discussed in previous editions,
sometimes presenting new phenomena. Here we discuss what we see as major
organizational changes (and stabilities) between the 5th and 6th editions of Children’s
Thinking.

Chapter 1. Introduction to Cognitive Development

Chapter 1 has been streamlined to provide a more reader-friendly introduction to the
field of cognitive development. We retained all major sections from the previous
edition (Basic Concepts of Cognitive Development, Six Truths of Cognitive
Development, and Goals of Cognitive Developmentalists) but reduced coverage of
some topics that are discussed in more detail elsewhere in the book (for example, What
Does It Mean to Say Something Is Innate? and Dynamic Systems Approaches to
Development). This chapter now provides what we believe is a comprehensible
introduction to the major concepts and issues of cognitive development, giving students
the background to understand what is to come, without bogging them down in details
that will make more sense to them as they read further in the book.

Chapter 2. Biological Bases of Cognitive Development

The organization of this chapter remains essentially the same between the 5th and 6th
editions. The opening section Evolution and Cognitive Development discusses
evolutionary theory and features an expanded section on evolutionary developmental
psychology, including some of the material omitted from Chapter 1 of the previous
edition (e.g., a discussion of the various types of constraints on development) and a
new section, Evolved Probabilistic Cognitive Mechanisms. The remaining major
sections—Models of Gene-Environment Interaction, Development of the Brain, and
Developmental Biology and Cognitive Development—are the same in both editions,
although they have been substantially updated. For example, we modified the
discussion of recovery of function from brain damage to discuss the early plasticity
versus early vulnerability perspectives, included a section on interactive specialization
models of brain development, and eliminated sections on neural Darwinism and the
evolution of the human brain.
Chapter 3. Social Construction of Mind: Sociocultural
Perspectives on Cognitive Development
We made both substantial additions to and deletions from this chapter. As in the
previous edition, we begin the chapter with an overview of the sociocultural
perspective on cognitive development, giving special attention to Vygotsky’s theory and
related research. We replaced the two previous major chapter headings, Implications
for Education and Sociocultural Theory of Cognitive Development, with two new
ones: Cognitive Artifacts That Support and Extend Thinking: Tools of Intellectual
Adaptation and Social Origins of Early Cognitive Competencies. These changes
reflect mostly a reorganization of information, intended to provide an easier-to-follow
organization, as well as the inclusion of new topics (for example, WEIRD—Western,
educated, industrialized, rich, and democratic—societies; children as digital natives).
The chapter is slightly shorter than in the 5th edition, in part because issues related to
the sociocultural perspective of cognitive development are found increasingly in other
chapters of the 6th edition.

Chapter 4. Infant Perception and Cognition

This chapter maintains much of the organization of the previous edition, providing an
introduction to methods used to study infant cognition as well as a review of the
literature on perceptual and cognitive abilities during infancy. We discuss the
development of many of these capacities through childhood in later chapters, and so this
chapter remains focused on those abilities that are present at birth and/or come online
within the first year of life. We added a section on perceptual narrowing, incorporated
discussions of Bayesian learning and the neoconstructivist (or rational constructivist)
approach, and omitted the former sections Intersensory Redundancy Hypothesis and
Category Learning, making reference to this latter topic in the section
Habituation/Dishabituation Paradigm.

Chapter 5. Thinking in Symbols: Development of

Representation
This chapter is longer in the 6th edition, reflecting the continued interest in the
important topic of the development of representation among developmental scientists.
However, the basic organization of the chapter remains unchanged from the 5th edition
(Learning to Use Symbols, Piaget’s Theory, Everyday Expressions of the Symbolic
Function, Fuzzy-Trace Theory, and The Symbolic Species), with the exception of the
addition of a new major section, Causal Representation. We also added or expanded
coverage of some hot topics in the development of representation, including the role of
symbolic play in cognitive development and young children’s difficulty distinguishing
real objects from their symbolic representation, as reflected by their “scale errors,”
their ability to hold multiple representations in mind, and by the ease with which
imaginary objects or events can be brought to mind.

Chapter 6. Development of Folk Knowledge

The general organization of Chapter 6 remains the same as the 5th edition. We begin
with an overview of the theory theory approach to cognitive development, followed by
major sections devoted to folk psychology, folk biology, and folk physics. We
incorporated the neoconstructivist perspective introduced earlier in the text and
included description of some relevant findings in brain imaging. We largely omitted the
discussion on children’s intuitive theories of the afterlife in the folk psychology section
but added research describing children’s theories about prelife, as well as a brief
discussion of second-order theory of mind. We added a section on tool innovation
under the folk physics section, as well as information regarding the role of executive
function in children’s understanding of time. We updated research on cross-cultural
comparisons in multiple sections.

Chapter 7. Learning to Think on Their Own: Executive

Function, Strategies, and Problem Solving
The major headings for Chapter 7 are the same in the 6th edition as in the 5th edition:
Assumptions of Information-Processing Approaches, Development of Basic-Level
Processes: Executive Function, Development of Strategies, and Learning to Solve
Problems. We expanded coverage of executive function, reflecting the increasing
importance of this area of research in cognitive development, and added two
subsections: Executive Function, Self-Control, and “Hot” EF and Executive
Functioning and Brain Development.

Chapter 8. Memory Development

Most of the topics examined in this chapter in the 5th edition are also examined in the
current edition, as reflected by the same major headings in the two editions:
Representation of Knowledge, Memory Development in Infancy, Infantile Amnesia,
Implicit Memory, Development of Event Memory, Children as Eyewitnesses, and
Remembering to Remember. While expanding coverage of research on these central
topics—including developmental neuroscience studies—we omitted the section
Consistency and Stability of Memory, believing it to be a bit esoteric for most readers,
and expanded discussion of the development of prospective memory in the
Remembering to Remember section.

Chapter 9. Language Development

The organization of Chapter 9 is the same in the 6th edition as in the 5th edition: What
Is Language?, Describing Children’s Language Development, Some Theoretical
Perspectives of Language Development, Bilingualism and Second-Language
Learning, Sex Differences in Language Acquisition, and Language and Thought, with
each major section updated to reflect the most current thinking in the field. One major
deletion is the previous discussion on language learning in chimpanzees (Is Language
Unique to Humans? Can Apes “Talk”?). Although especially interesting for many
people, this research topic is only tangentially related to children’s language
development. A major addition to this edition is a new subsection titled Effects of
Socioeconomic Status on Language Development, focusing especially on the 30-
million-word gap between the number of words children from high-income versus low-
income families hear by their 3rd birthdays and its consequences.

Chapter 10. Social Cognition

Most of the same topics covered in this chapter in the 6th edition were also covered in
the 5th edition (social learning, social cognitive theory, social information processing,
the development of a concept of self, and cognitive bases of gender identity), although
the organization has changed a bit. We incorporated discussion of most aspects of
Bandura’s social cognitive theory under the Social Learning main heading, with self-
efficacy now discussed in the section Development of a Concept of Self. The
subsection Age Differences in Social Learning was substantially expanded, including
new research on overimitation. We deleted the former section Social Learning in
Chimpanzees, although some research discussed in this former section, as well as more
recent research, was integrated in other subsections in the chapter. We deleted the
section Gender Knowledge and Sex-Typed Behavior: Possible Predispositions,
replacing it with the section Gender Cognition in Transgender Children.

Chapter 11. Schooling and Cognitive Development

The same general topics are covered in the 6th as in the 5th edition of this chapter, but
the organization has changed some, with some substantial additions to and deletions
from the chapter. With respect to the major section Development of Reading Skills, we
merged the former section Emergent Literacy with Overview of Learning to Read,
adding a subsection titled Stages of Learning to Read. We reorganized the section
Cognitive Development and Reading, including new subsections titled Letter
Knowledge and Rapid Automatized Naming (RAN), along with subsections titled
Phonemic Awareness, Working Memory, and Phonological Recoding. We deleted the
former section How to Teach Children to Read. We also reorganized the major section
Children’s Number and Arithmetic Concepts. The first major subsection is new,
presenting Siegler and Lortie-Forgues’s integrative theory of numerical development,
followed by sections titled Development of Conceptual and Procedural Mathematical
Knowledge and Variations in Developing Mathematical Proficiency: Math
Disabilities, Cultural Differences, and Sex Differences. We deleted the former section
What Do Mathematically Gifted Females Do? Coverage in the major section
Schooling and Cognitive Development is much as it was in the 5th edition, although
we moved the subsection Costs and Benefits of Academic Preschools to the section
Evolutionary Educational Psychology. This latter section was modified quite a bit,
including an expanded section contrasting discovery learning and direct instruction and
the addition of a subsection titled “Educational” DVDs and Videos for Infants, in
which we discuss the video-deficit effect reported in young children, all framed by
evolutionary educational theory.

Chapter 12. Approaches to the Study of Intelligence

We cover most of the same topics in the 6th edition as in the 5th edition: Psychometric
Approach to the Study of Intelligence, Information-Processing Approaches to the
Study of Intelligence, Sternberg’s Theory of Successful Intelligence, and Gardner’s
Theory of Multiple Intelligences. We made a number of minor deletions and a
comparable number of additions, mostly updating research findings.

Chapter 13. Origins, Modification, and Stability of

Intellectual Differences
We cover the same major topics in this chapter in the 6th edition as we did in the 5th
edition: Transactional Approach to the Study of Intelligence, Behavioral Genetics
and the Heritability of Intelligence, Experience and Intelligence, and Stability of
Intelligence, with most additions expanding important topics but also with some
significant deletions. The deletions include the discussion of prenatal factors
influencing estimates of heritability, the section How Seriously Should We Take
Heritability Studies of IQ?, and the discussion of the Becker and Gersten (1982)
research on the results of Project Follow Through.
Acknowledgments

Anyone who writes a book such as this does so with much help from many people.
David Bjorklund would like to express his greatest gratitude to his wife, Barbara, who
provided constructive criticism on many chapters, while working on a textbook of her
own—all in addition to being a supportive and understanding spouse. Kayla Causey
thanks her husband, Aaron Goetz, for encouraging her to pursue this textbook. Despite
his own substantial professional obligations, he always finds time to be an enthusiastic
sounding board and capable parent to their son, Simon, providing her the time (and
quiet) needed to write. Kayla would also like to acknowledge Simon for the anecdotes
he provides and the theoretical questions he poses, just by being himself. He’s an
excellent pilot subject too. There is perhaps no greater joy to a cognitive
developmentalist than observing what she already knows (and to a larger extent, what
she’s yet to understand) in the behavior of her own child.

We would like to thank our editor, Lara Parra, for her willingness to take on this
project, as well as the many other specialty editors and support people at SAGE for
making this book possible. We want to thank our students and colleagues for their many
discussions with us over the years on issues central to this book, especially Carlos
Hernández Blasi, Marc Lindberg, Wolfgang Schneider, Patrick Douglas Sellers II,
Karin Machluf, and Martha Hubertz. Finally, we would like to thank the conscientious
professional reviewers for their consistently constructive comments:

Cristina Atance, University of Ottawa

Vivian M. Ciaramitaro, University of Massachusetts Boston

Renee A. Countryman, Austin College

Maya M. Khanna, Creighton University

James R. May, Oklahoma State University

Elizabeth P. Pungello, University of North Carolina at Chapel Hill

Roman Taraban, Texas Tech University

Monica Tsethlikai, Arizona State University

One of the benefits of writing a textbook is how much you learn in the process. We hope
that this book conveys the excitement we felt in discovering some of these new findings
in the field of cognitive development. The book is not just about “what’s new,”
however, but about the field as a whole, including classic studies from earlier decades.
Although we have often focused on the new, we have attempted not to forget the tried
and true research that still informs us about the nature of children’s thinking today. And
we have tried to make connections among different levels of analysis—macroprocesses
and microprocesses, biology and environment, cognitive development and individual
differences—to provide a synthesis of the field of cognitive development. And we
enjoyed (almost) every minute while doing it.

David F. Bjorklund

Jupiter, Florida

Kayla B. Causey

Perris, California
Chapter 1 Introduction to Cognitive
Development
Another random document with
no related content on Scribd:
In the Council’s collection are:—
[418]Ornamental plaster ceiling in Board Room on first floor
(photograph).
[418]Carved deal chimneypiece in Board Room (photograph).
[418]Ornamental plaster ceiling in Grand Secretary’s Room, first floor
(photograph).
XL.—GREAT QUEEN STREET CHAPEL
(Demolished).
General description and date of
structure.
Before its destruction in 1910 the Wesleyan Chapel in Great
Queen Street occupied the greater portion of the sites of three houses
with their gardens. These were Nos. 66 to 68, intervening between
Conway House and the stream which divided Aldwych Close from
Purse Field.
The land on which these three houses were erected was
roughly the shape of a truncated right-angled triangle, the base of
which was represented by Great Queen Street, the perpendicular by
the line of Middle Yard, and the hypotenuse by the course of the
stream. The land in question was leased[419] by Newton to Peter
Mills[420], of Christchurch, London, bricklayer, and it would seem
that at that date (15th September, 1639) no houses had been erected
thereon.[421] The building was therefore carried out probably in 1640;
at any rate No. 66 is known to have been occupied in December,
1641. No information can be gleaned from the ratebooks as to when
the three houses were rebuilt, but at least one (No. 67) seems to have
been still standing at about 1817, when an illustration of it was
included in Parton’s Hospital and Parish of St. Giles-in-the-Fields.
The first reference that has been found to the building of a
chapel of ease for the parish occurs in the Vestry Minutes under the
year 1693:[422] “Ordered, to inquire of the gentry in Lincoln’s Inn
Fields, which of them will take pews in case a chappell should be
erected in the neighbourhood of Lincoln’s Inn Fields, and report to
be made to the next Vestry.” It was, however, left to private
enterprise to provide such a building.
In 1706 a Mr. Baguley took a house (apparently No. 67)[423],
built a chapel in the rear, and seems even to have officiated therein,
although not in Priest’s orders. Naturally enough, he soon got into
trouble with the Rector of St. Giles, who, as Baguley affirmed,[424]
induced the vendor of the house and land to break off his agreement
with Baguley, and sell to “one Burges, a coachmaker.” According,
however, to the ratebooks the house occupied by Burges was No. 68.
Between 1720 and 1723 the assessment of No. 68 also dropped.
Whether this implies an extension of the chapel over a portion of the
ground in the rear of that house is uncertain, but it will be seen that
when the chapel comes, as it were, into the light of day, at the
beginning of the 19th century, it covers nearly the whole of the rear
of both houses.
The whole of its early history, however, is shrouded in
obscurity, and no reference to it or to the services held therein has
been found between 1728[425] and its acquisition by the Rev. Thomas
Francklyn. Even the date at which this occurred cannot be definitely
stated. The chapel seems to have been in his hands in February,
1758, for on the 17th of that month he preached a sermon there,
which he published in the same year.[426] In 1759 his name appears in
the parish ratebook in connection with the chapel.[427] His residence
at the house (No. 67) does not seem to have begun until 1761. On
Francklyn’s death in 1784, his executors appear to have carried on
the work of the chapel. On 19th July, 1798, Mrs. Francklyn’s
executors sold to the Society formerly carrying on the West Street
Chapel, Seven Dials, their leasehold interest in the two houses and
the chapel for £3,507 10s.[428]
The chapel was at that time, says Blott,[429] a very homely
structure; it was dark, and, lying below the level of the street, could
not easily be kept clean, and the entrance to it was by a passage
through a dwelling house. The surrounding houses overlooking it
were at times a means of annoyance during service. Negotiations
were therefore entered into with the owners of No. 66, and on 14th
March, 1815, a purchase was effected of the whole of the back part of
the premises, bounded by Middle Yard on the one side and the old
chapel on the other, and having a length of 102½ feet and a breadth
of 31 feet.[430] The new chapel was opened on 25th September, 1817.
[431]
Alterations were carried out in 1840, when an improved frontage
and new portico were constructed.[432]
The elevation to Great Queen Street (Plate 32) was of brick
faced with stucco, the lower part having a portico of four Greek Ionic
columns the full width of the building, executed in Talacre stone
from North Wales.[432] Above this, in the main wall of the chapel was
a three light window with Corinthian columns and pilasters
supporting an entablature, over which was a semi-circular pediment
and tympanum. Crowning the whole was a bold modillion cornice.
The interior (Plate 33) had a horseshoe gallery supported by
Ionic columns; above the back of the side galleries were other
smaller galleries. Facing the entrance was an apse ornamented with
Corinthian columns, pilasters and entablature carrying an elliptical
arch. Covering the whole area was a flat ornamental ceiling.
There is preserved by the West London Mission a measured
drawing of the elevation of the Chapel to Great Queen Street with the
adjacent buildings by R. Payne, Architect, June 21 (18)56, and an
internal view in perspective drawn with ink and coloured, probably
executed by the same hand and about the same date. Both these
drawings agree with the illustrations taken in 1906, and reproduced
in Plates 32 and 33. The premises were demolished in 1910, and new
buildings erected. The room over the portico was used at first as a
day school room, but in 1860 the school was removed to new
premises in the rear.
Biographical Notes.
No. 66.
The first occupant of No. 66, of whom any record has been found,
was the Countess of Essex, who was there in December, 1641.[433] This was
Elizabeth, the daughter of Sir William Paulet, who, in 1631, became the
second wife of Robert Devereux, third Earl of Essex. The marriage turned
out very unhappily, and eventually a separation took place. Subsequently
she married Thomas Higgons (knighted after her death), who survived her.
She died in 1656.[434]
The Subsidy Roll for 1646 contains the item: “The Lord Kensington
in the Countes of Essex house.” This was presumably Robert Rich, son of
Henry Rich, first Earl of Holland, the latter having been created Baron
Kensington in 1623. The former in 1673 succeeded his cousin Charles, as
fifth Earl of Warwick.
In 1665 and 1666 Magdalen Elliott is shown at the house, and in 1673
Lady Porter. The entries in the Hearth Tax Rolls, Jury Presentment Rolls
and sewer ratebook from this time until 1700 vary between “Lady Porter,”
“Lady Diana Portland,” and “Lady Ann Porter.” There can be no doubt that
they all refer to the same individual, viz., Lady Diana Porter. She was a
daughter of George Goring, Earl of Norwich, and married (1) Thomas
Covert, of Slaugham, Essex, and (2) George Porter,[435] eldest son of
Endymion Porter, royalist and patron of literature. George Porter served as
lieutenant-general in the western royal army, under the command of his
brother-in-law, Lord Goring. The latter described him as “the best company,
but the worst officer that ever served the king.” Porter died in 1683.
The ratebook for 1703 contains the name “Ralph Lane” crossed out,
and “Wortley” substituted. This seems to point to Lane having recently
moved and “Wortley” taken his place. The “Ralph Lane” in question is no
doubt the person of the same name, who had in the previous year purchased
the house to the west of Conway House (see p. 74). His residence at No. 66
could not have lasted more than about two years. The “Wortley” of the 1703
ratebook is expanded in the records of 1709 and 1715 to “Wortley Montague,
Esq.” and “Sidney Wortley als Montague, Esq.” This was Sidney, second son
of Edward Montagu, first Earl of Sandwich, who married Anne, daughter
and heir of Sir Francis Wortley, Bt., and assumed the surname of Wortley.
His eldest son, Edward Wortley Montagu, married Lady Mary Pierrepont,
the famous Lady Mary Wortley Montagu. Sidney Montagu died in 1727.
After Montagu’s residence the occupiers of No. 66 seem to have been
as follows:—
 Before 1720 until after 1723. Martin Wright.
Before 1730. Elizabeth Perry.
1730–42. William Aspin.
1743–45. Dr. John Taylor.
1746. —— Davis.
1747. Lilley Smith.
1748. “Augusti” Arne.
1749–51. Col. Guy Dickens.
1753–61. Elizabeth Falconer.
1761–62. —— Davis.
1762–63. The Rev. Mr. Francklin.
1763–64. Miss Faulkner.
1764–83. —— Davis.
1783–87. —— Saunders.
1789–94. Ric. Sadler.
1795– J. Savage.

“Augusti” Arne is almost certainly Thomas Augustine Arne, the

celebrated composer. He was the son of Thomas Arne, an upholsterer, and
was born in 1710. On leaving school he was placed in a lawyer’s office, but
his love of music overcame all obstacles, and eventually his father was
induced to allow him to cultivate his talent in this respect. His first work, a
setting of Addison’s Rosamond, was produced at Lincoln’s Inn Fields
Theatre in 1733. This proving successful, it was quickly followed by the
Opera of Operas and Dido and Æneas. In 1738 he established his
reputation by his music to Comus, and in 1740 he wrote the music to
Thomson and Mallet’s Masque of Alfred, containing Rule Britannia. His
later works included the songs Where the bee sucks, Under the greenwood
tree, Blow, blow, thou winter wind, the oratorios Abel and Judith, and the
opera Artaxerxes. In 1769 he set to music the ode by Garrick, performed at
the Shakespeare jubilee at Stratford on Avon. He died in 1778.
No allusions have been found to his residence at No. 66, Great Queen
Street. He is stated to have been living “next door to the Crown in Great
Queen Street,” in 1744[436] but that must refer to a different house. The
sewer ratebook for 1734 shows a “Mr. Arne” resident at No. 34, Great Queen
Street, but there is no proof that this was the musician. His residence at No.
215, King’s Road, Chelsea, has already been mentioned.[437]

No. 67.
 Early records of the residents at No. 67 are wanting. The first
mention of the house occurs in the Hearth Tax Roll for 1665, which gives
“Lady Thimbleby” as the occupier. This was Elizabeth, one of the six
daughters of Sir Thomas Savage and Elizabeth, Countess Rivers (see p. 67).
She married Sir John Thimbleby of Irnham, in Lincolnshire.[438] How long
she had been at No. 67 in 1665 is unknown, but it is permissible to suggest
that she was there while her mother was still living three doors away. It
seems likely that during Lady Thimbleby’s stay here, her sister, Henrietta
Maria, who had married Ralph Sheldon, of Beoley,[439] also came to live
close by, for the Jury Presentment Roll for 1683 shows “Ralph Sheldon,” in
occupation of No. 69. Another sister, Anne, who had married Robert
Brudenell, afterwards second Earl of Cardigan, was also only a short
distance away, on the south side of Lincoln’s Inn Fields.[440]
Lady Thimbleby’s residence lasted until between 1700 and 1703, and
in the latter year the name of John Thimbleby appears in respect of the
house. He had left before 1709, when the house is shown as empty. The
occupiers after that date were as follows:—

1715. Mr. Vaune.

1720. Mr. Froude.[441]
Before 1723 until 1734. Mary Forrester.
1735–51. Adam Hallam.
1751–54. William Pritchard.
1755–61. Stephen Hunt.
1761–84. The Rev. Thomas Francklin.
1784–95. Mrs. Francklin.
1795–98. Francis Const.[442]
1798. —— Rowley.

Thomas Francklin, son of Richard Francklin, a bookseller of Covent

Garden, was born in 1721. He was educated at Westminster School and
Trinity College, Cambridge. For some time he found employment as usher
in his old school, and in 1750 he became Greek professor at Cambridge, a
position which he held until 1759, when he was presented to the vicarage of
Ware. At the same time he was fulfilling other clerical duties in London. As
early as 1749 he seems to have held a chapel in Bloomsbury, for in June of
that year he performed the marriage ceremony for Garrick there.[443] By
1758 he had obtained the lectureship at St. Paul’s, Covent Garden, and was
installed in the Great Queen Street Chapel. He was appointed King’s
chaplain in 1767, and ten years later he vacated the living at Ware for the
rectory of Brasted, in Kent. Through the influence of Dr. Johnson and Sir
Joshua Reynolds, he was appointed chaplain to the Royal Academy, and on
 the death of Goldsmith in 1774 he obtained the professorship of ancient
history. His literary output was considerable. In 1757 he brought out a
periodical paper called The Centinel, which only lasted two years. He wrote
four plays, the most important of which was The Earl of Warwick. His
translations were numerous, those of Sophocles’ tragedies being long
considered the best in the English language. After a laborious life he died in
his house in Great Queen Street[444] in March, 1784. His widow died in
1796.[445]

No. 68.

In the case of No. 68 also, no records of the names of any occupiers

exist before the Hearth Tax Roll for 1665. In that document the occupant’s
name is given as “Sir Willm. Hartupp.” This seems to have been Sir William
Hartopp, of Rotherby, son of Sir Thomas Hartopp, of Burton Lazars. Sir
William married Agnes, daughter of Sir Martin Lister.[446]
The Hearth Tax Roll for 1666 shows the house “Empty,” and that for
1672, “Empty—Mr. Bradshaw owner.” It seems probable that between these
dates occurred the joint occupancy of Lord Roos and Lady Chaworth, if
indeed that can be referred to this house at all. An item in Lord Roos’s
expenditure under date of 25th February, 1667–8, runs: “Paid Major Seales
for Sir William Hartopp for one quarter’s rent for the house in Queen Street,
beginning the 18th October, when his Lordship had the keyes, at 80li per
annum, Lady Ch[aworth] is to pay the next quarter, 20li.”[447] That Sir
William Hartopp’s house in 1667 was the same as that in 1665 is probable,
but unfortunately cannot be considered certain. Assuming, however, that
such is the case, Lord Roos’s occupation is seen to have commenced on 18th
October, 1667.
John Manners, third son of the eighth Earl of Rutland, was born in
1638. On the death of his two elder brothers, he assumed, apparently
without right,[448] the title of Lord Roos.[449] His first marriage, in 1658, to
Lady Anne Pierrepoint, was unhappy, and he was divorced from her by Act
of Parliament in 1670. In 1677 he was made Lord Lieutenant of
Leicestershire. He succeeded to the earldom in 1679. At the coronation of
James II. in 1685 he bore the Queen’s sceptre, but he does not seem to have
been in favour and in 1687 was dismissed from his lord lieutenancy. He
supported William at the Revolution, and was soon after restored to his
office. In 1703 he was created Marquess of Granby and Duke of Rutland. He
died in 1711.
His sister Grace married Patricius Chaworth, third Viscount
Chaworth.[450] Apparently the expenses of the house in Great Queen Street
were shared equally between her and her brother, for numerous items such
as the following occur in the Accounts of Lord Roos’s Expenditure
contained in the Duke of Rutland’s MSS.:—[451]
“1670. April 21. For the repaires of the parish church and maimed
soldiers, etc., this Queene Street house is taxed 5s., whereof Lady Chaworth
paying ½, his lordship ½, comes to 2s. 6d.”
“To the beadle for watching the Queene Street house ending the
above said Christmasse [1671] 4s.; Lady Cha[worth] paying ½, his lordship
other ½, comes to 2s.”
“July 3, 1669. The hire of paper windowes last year, 1668, to save the
hangings in the dining roome and drawing roome, the ½ of cost, Lady
Cha[worth] payes the other half, 5s.”
Some indication of the reason that influenced Lady Chaworth in
setting up housekeeping with her brother may be afforded from a letter
dated 25th June, 1670, from Lord Chaworth to his wife, at Lord Roos’s
house in Great Queen Street, requesting her to return to him, and offering
to receive her with respect and affection.[452]
In the Hearth Tax Roll for 1673, the house is shown as “Empty.” Two
years later “The Lady Morpeth” is shown in occupation. This was Elizabeth,
dowager lady Berkeley, wife of Edward Howard, Viscount Morpeth,
afterwards second Earl of Carlisle. It was in this same year that her eldest
son Charles, afterwards third earl, was born. Later occupants of the house
were:—
1683. Sir Edward Mosen.
Before 1698 until after 1709. Mrs. Eleanor Complin.
Before 1715 until after 1720. Thomas Burges.
Before 1723 until 1732. Ashburnham Froude and Thomas Burges.[453]
1733. Ashburnhame Froud.
1733–1740. Madame Eaton.
1740–44. Madame Pain (Paign).
1746. —— Davis.
1747–51. Elizabeth Falconer.
1753–55. James Ward.
1755–57. G. Stewart.
1758–70. Thos. Brock (Brooke).
1770–74. Thos. Rudd.
1775–78. Ric. Rudd.
1779. —— Thomas.
1780–86. Mrs. Thomas.
1786– John Arthur.
In the Council’s collection are:—
[454]Exterior(photograph).
Side entrance in Middle Yard, erected 1859–60 (photograph).
Interior from the gallery (photograph).
Interior looking south (photograph).
Interior looking north (photograph).
Fanlight under stairs (photograph).
Staircase (photograph).
Lantern light over staircase (photograph).
Loculi in crypt (photograph).
Two silver chalices dated MDCIIIC, originally presented for use in
West Street Chapel (photograph).
 XLI.—SITE OF WELD HOUSE.

The history of that part of Aldwych Close lying within the

angle formed by Great Queen Street and Wild Street has already
been traced[455] up to the division of the greater portion of it between
Sir Edward Stradling and Sir Kenelm Digby in 1629. Eleven years
previously, Henry Holford had leased to John Ittery the extreme
southern portion, reaching 100 feet northwards from Sardinia Street,
and a trench had been dug separating Ittery’s portion from that lying
to the north. On the transfer of the latter to Sir W. Calley and Geo.
Strode in trust for Stradling and Digby, Ittery’s portion was included,
and added to Stradling’s share. Stradling without delay began the
erection on his portion of “a faire mansion house with stables and
other outhouses.”[456] On 12th December, 1632, the ground, with the
mansion, etc., was sold by Calley and Strode to Stradling, and was
then described as extending south from the partition wall[457]
between Digby’s and Stradling’s portions “together with that parte
formerly demised to the said John Ittery, and then enclosed together
with the same, at the end next Drewry Lane by a square lyne 300
foote, and at the other end next Lincolne’s Inne Feildes 296 foote.”
By 1632 Stradling had also divided his portion into two by a brick
wall, “beginninge at the west end towards Drewry Lane and
extendinge itselfe eastwards towards Lincolne’s Inne Feildes 144
foote, and then towards the north in length 132 foote, and then again
eastwards towards Lincolne’s Inne Feildes 132 foote, and standinge
distant at the west end thereof from the fore-mentioned partition
wall 157 foote, and at the other end next Lincolne’s Inne Feildes 31
foote.”[458]
On 20th December, 1632, Stradling sold that part lying to the
north of this second partition wall, including the house, etc., to
George Gage. The house had not yet been completed, but a provision
was subsequently made that Strode was to finish, before Easter,
1634, “the dwelling house and buildings now erected or begun to be
erected, within and without ... in all respects, fitt and necessary for
one or more dwelling house or houses.”[459]
The date of completion of the house may therefore be ascribed
with probability to the year 1634.
Gage used the house as his own residence, and while “lyeinge
sicke in the said messuage of the sickness whereof he died” made his
will on 14th August, 1638, bequeathing the premises,[460] together
with other property, to William Darrell and William Bierly to sell for
the payment of his debts. On 25th February, 1639–40, it was
purchased by Humphrey Weld for £2,600.[461]
The portion of Stradling’s property which lay to the south of
the second partition wall, and which extended to the southern limits
of Aldwych Close, Stradling seems to have sold to Dr. Gifford for 500
years for £400 without right of redemption.[462] In 1649 Andrew
Gifford sold the property for £650 to Weld, who assigned it to his
mother, Dame Frances Weld, in trust. Three years later she re-
assigned it to him.
Humphrey Weld thus became possessed of the whole of
Aldwych Close lying to the east of Wild Street, and to the south of the
gardens of the Great Queen Street houses, and he now began to
develop the property by building. A reference to Hollar’s Plan of 1658
(Plate 3) shows that by that year the whole of the east side of Wild
Street, south of Weld House, and all the north side of Sardinia Street
had been covered with houses.[463] Weld himself stated about 1670,
that he had by that time laid out £15,600 in building.[461]
The street which had at least since 1629,[464] and probably
since 1618,[465] led from Great Queen Street to Kemble Street, then
Princes Street, seems for some time to have been without a name. It
is referred to in early deeds as “the back side of Drury Lane,” “a way
leading from Princes Street to Queen Street on the back side of Drury
Lane,” etc. In the Subsidy Rolls up to 1646 inclusive, it is merged in
“Cockpit Side.” The earliest instance of the name Weld Street or Wild
Street[466] so far discovered is in a deed of 24th April, 1658,[467] which
refers to “the street now called Wild Street, but heretofore called a
way or passage of 40 foote breadth leading from Queenes Street to
Princes Streete.”
 How far Weld House was identical with the mansion built by
Stradling and Strode is uncertain. Blott, after mentioning the latter,
says: “Adjoining it, on the south side, were the grounds and premises
of Weld House, Drury Lane, occupied by Lady Frances Weld, widow.
In 1657, Weld House and Stradling House underwent a complete
transformation, the two houses were united together and became
one building, having, besides extensive additions made to it, a
chapel[468] built in the garden; the front arranged to face Aldwyche
Close instead of Drury Lane, and an approach made to it called Weld
Street. This extraordinary enlargement was not to make the building
a residence suitable to the dignity of the Welds, but rather for State
purposes, such as the accommodation of princes and ambassadors in
London.”[469]
Blott gives no authority for his statements, one of which,
relating to the formation of Weld Street, is demonstrably wrong. The
statement that the “extraordinary enlargement” was carried out with
a view to the reception of princes and ambassadors in the building is
probably only an inference from the indisputable fact that
ambassadors did afterwards reside in a portion of the house.[470]
Nevertheless the view of the house given in Hollar’s Plan of 1658
(Plate 3) certainly does suggest the amalgamation of two distinct
houses, and the Subsidy Roll for 1646 shows that at that date two
large residences existed side by side,[471] although of course these may
have been only portions of one very large house.
As early as 1664 the house (or houses) seems to have been
split up among a number of occupants. The entries in the Hearth Tax
Rolls for 1664–1674 in respect of this portion of the street (amending
the wrong order of the first roll) are as follows. The numbers in
brackets represent the number of hearths taxed.
 1665. 1666.
Sam Nelson (6) Samuel Nelson (6)
Lord Baltimore (15) Cecill, Lord Baltimore (15)
Lord Marquess of Winchester in 2 houses
Lady Spencer (16)
(30)[472]
A. Gilbt. Crouch, Esq. (7) Widow Tattershall (6)
B. John Wolstenholm (14) John Wolstenholme, Esq. (14)
C. Humph. Wild, Esq. (14)
The Portugall Embassador’s E (20)
House.
D. Humph. Wild, Esq. (16) Humfrey Weild, Esq. (16)
E. Countess of Exeter (9) E (10)
F. Mary Sanders (9) Mrs. Mary Sanders (9)
G. John Worsley (3) John Worsley, Marcht of Intercost (6)

1673. 1675.
Samuel Nelson (6) Samuel Nelson (6)
Lord Baltimore (15) The Lady Baltimore (15)
Marquess of Winchester (3) Marquess of Winchester (30)
A. Thomas Hawker[473] (7) Thomas Hawker (7)
B. Mary James (13) E (13)
C. The French Embassadour
Spanish Ambassador (20)
(20)
D. Humphrey Wild, Esq. (16) Humphrey Wild, Esq. (16)
E. Thomas Weedon, Esq. (5) Madd. James (5)
F. Mary Saunders (9) Mary Saunders (9)
Mary Watson (1) Mrs. Watson (1)
G. John Worseley (6) John Worsley (6)

Of these neither (A)[473] nor (G)[474] formed part of Weld

House, and (B) is doubtful. (C) and (F) however, certainly did, the
former being the ambassadorial residence (see below) and the latter
being mentioned in a deed of 1673, quoted by Parton[475], as “the
wing of the said great house, late in Mary Saunders’s possession.”
The house was therefore at this time in at least four distinct
occupations.[476]
 The two chief residences thus formed were evidently the
house occupied by Weld himself and the ambassadorial house,
immediately adjoining on the south. The former was the scene of a
wild riot in 1671, when, Humphrey Weld having attempted to arrest
the ringleaders in a tumult close by, the rabble, in a fury, attacked his
house.[477]
The Portuguese Ambassador seems to have taken up his
residence at Weld House in 1659, for on 9th July in that year he
(Francisco de Mello) wrote from “Wild Street” to William Lenthall,
announcing the arrival of his credentials, and asking for an audience.
[478]
The extracts from the Hearth Tax Rolls given above show that he
was still there in 1665, gone in 1666, that the French Ambassador
was there in 1673,[479] and the Spanish Ambassador in 1675.
Numerous references to the residence of the last mentioned occur.
[480]
On the flight of James II. in December, 1688, the mob sacked the
ambassador’s house.
Shortly afterwards Weld House and the ground belonging to it
were purchased by Isaac Foxcroft, who let out the property on
building lease.[481] The house, or a portion of it, was however, still
standing in 1694.[482]
In the Council’s Collection is:—
North-east side of Great Wild Street, in 1906, looking south-east
(photograph).
 XLII.–XLIII.—Nos. 6 and 7, WILD COURT.

The Society for the Improvement of the Condition of the

Labouring Classes are the ground landlords of these houses.
The only objects of interest which the premises contain are
four 18th-century hob grates, illustrated below.
The Council’s collection contains:—
[483]Four cast-iron hob grates (measured drawing).