This article (1) discusses the progression of children's thought from realism to objectivity, to reciprocity, and to realitivity; and (2) describes seventeen types of explanations children give to explain the causality of physical occurrences in the world. (SB)

The purpose of this article is to construct Piaget's contributions to education, focusing on cognitive aspects. Explored are the goals of education: independent inquiry and acquisition of a body of information, passivity in traditional education, and the psychogenetic view of knowledge formation. (SK)

Reports research which reveals the difficulty children have in understanding (1) the real purpose of written language and (2) the abstract, technical vocabulary of language study and reading. (SW)

Shows a wide variety of task performance ability. Supports the hypothesis that the tasks require the use of the same or a unified set of cognitive processes. (RL)

Considered the need for involving teachers in the long range benefits of developing musicality in children. (Author/RK)

This paper takes the position that logical knowledge is distinct from conceptual and procedural knowledge and can make a unique contribution to the understanding of knowledge acquisition. This view of logical knowledge departs from the traditional Piagetian view of stages and the overriding view of logic as the sole means of constructing new…

THE MAJOR PURPOSE OF THIS RESEARCH WAS TO DETERMINE WHETHER TRAINING IN SPECIFIC COGNITIVE PROCESSES IS EFFECTIVE IN INCREASING THE COGNITIVE FUNCTIONING OF RETARDED CHILDREN. IN PHASE I OF THE PROJECT, 51 EDUCABLE RETARDED AND 18 NORMAL SUBJECTS RECEIVED A 20-DAY PROGRAM IN SIMILARITIES-DIFFERENCES CONCEPT FORMATION AND WERE COMPARED WITH 42…