An analysis of the written compositions of a national sample of 520 British school children was carried out using two measures: (1) writing productivity as measured by the composition length in words and (2) the mean minimal terminable unit (T-unit) length in words, a measure of syntactic maturity. (Editor)

Separation thresholds for groups of 26 dyslexic and normal children attending the first year of secondary school were obtained with pairs of identically-oriented and spatially-overlapping straight lines presented at orientations varying from zero to 90 degrees. (Editor)

72 boys and 72 girls at age 41/2 years were tested on the WPPSI. Results underlie the necessity for comprehensive control data on materials used in studies of cognitive development. (Editor/RK)

Explores the hypothesis that play can be a useful preliminary experience for the more advanced problem-solving involved in mathematical concept formation. (Author/RK)

The intent of this study was to explore several segments of divergent intelligence, visual stimulus complexity as a cognitive style, and auditory acuity, that presumably characterize the artistically expressive person. (Editor)

The broad aim of this research study was to provide comparative data which might help to evaluate the reliability and validity of three different methods of assessing teaching performance in a college of education. The methods were styled: Analytic, Profile and Global. (Author)

This study examined how sex-stereotyping and liking or disliking of teachers may affect subject preferences and subject choice in single-sex and co-educational secondary schools. (Author)

The times children take to reach correct solutions to seven easy Block Design items from the try-out version of the British Intelligence Scale were analyzed in terms of two regression models. (Editor)

Attempts to relate Jensen's Level I associative ability and Level II coceptual ability to the learning of meaningful verbal materials appropriate for the solution of factual and inferential problems presented in classroom-like situations. (Author/RK)

Piaget's theoretical position assumes that the ability to solve complete multiplication will be an earlier development in the child than partial multiplicative classification and his experimental findings support this hypothesis. The present experiment using 159 children aged 4:7 to 7:6 years re-examined the issue. (Editor/RK)