Piagetian tasks varying in complexity were administered to elementary school children in grades K-3. Differences between the attainment of similar concepts occurred when the tasks required different types of inference patterns, had different goals, or involved different percepts. Discusses curriculum implications. (AL)

Explored Morine and Morine's ("Discovery: A Challenge to Teachers") assumptions regarding age and cognitive development of students (N=174) successfully utilizing structured inductive and semi-deductive inquiry strategies. One finding noted is that age has made a significant difference on achievement for both strategies. Implications for…

The Science Curriculum Improvement Study program is meeting its own objectives. There were significant differences between cognitive performance of SCIS and control classes related to materials studied. (AL)

Speed and acceleration tasks were administered to children in grades three through six. Piaget's results were replicated. Suggestions concerning the appropriate grade level to introduce different types of motion tasks are made. (AL)

A pretest-posttest research design was used with 104 first-grade children to determine if discrimination and classifactory activities would affect transition from preoperational to concrete stages. Findings showed the experimental group exhibited significantly greater transition than did the control group. (CP)

Constructed response and multiple choice modes of programed instruction were compared. Both formats enhanced classification performance; the effect was greatest when the criterion test was in the same mode as the instruction. (AL)

A sex-related difference, favoring boys, was found on initial performance of two samples (one British, one American) of 10- and 11-year-old children on tasks involving volume and density. After classroom instruction that included opportunities for interaction with appropriate materials, both sexes performed at higher levels but differences…

Reviews 27 studies relating age (or grade) and developmental level to science learning among students in grades 6-12. Includes results that measures of student ability are better predictors of cognitive achievement than developmental measures, and that age and grade level are weakly related to developmental level and cognitive achievement. (CS)

Explored the development of hierarchical classification and the age at which this ability appears fully developed. Two measures of hierarchical classification ability were administered to primary, elementary, junior high and high school students. Discusses results which support Piaget's contention that this ability is not developed until late…

Examines the effect of relevant group instruction on various children's developmental stages regarding the conception of space. (Author/GA)

Compares the linguistic performance of the students in three grades exhibiting different levels of performance on five selected Piaget-type tasks, and identifies those tasks which differentiated significantly between the cognitive levels and the linguistic performance of the subjects. (Author/GA)

Studied classroom behaviors and conservation ability of elementary school science students taught by either Student-Structured Learning in Science (SSLS) or Teacher-Structured Learning in Science (TSLS). Reports on how behavior of conservers and nonconservers differs in SSLS and TSLS with respect to observing, following directions, and inventing…

Investigated what effects two instructional strategies (related to student use of manipulative materials) would have on second-grade students' (N=96) development of logical structures. Also examined the effects of sex on logical development. Results indicate that supplying manipulative materials alone is not adequate in promoting development of…

Examined was the attainment of projective spatial concepts of third-, sixth-, and ninth-grade students. Eight Piagetian-type tasks were developed to provide evidence for Piaget's model of groupings of mental structures dealing with time and space. Task performance among grade levels and gender was examined. (CS)

Examines whether instructing Nigerian primary children in science in their mother tongue (Yoruba) is any more efficacious than instructing them in science in the English language. Also assesses and compares the levels of cognitive development of two groups of Yoruba-speaking children, one instructed in Yoruba and another in English. (CS)