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)

Investigates effects of an independent variable (grade) on three dependent variables (membership, partial association, and generalization) describing preferential styles of thinking in 1635 pupils, measured by a 16 concept word test. (DS)

Describes an investigation of the strategies used by 47 high school students in solving volumetric analysis problems in chemistry. Reports that students in the high ability group mainly used the "formula" approach, while those in the low ability group tended to use the "proportional" approach to problem solving. (TW)