Research supported in part by grants 1484-S and 198-T from U.S. Rehabilitation Services Administration.

This theoretical paper deals with a comparison of the structure and content of primary and secondary thought processes. While secondary processes (cognitive thinking) are effectively dealt with and taught in schools, there is little or no relating to the primary processes (affective thinking). This is due in part to teachers' own difficulties in…

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)

Four kinds of understanding of mathematics are suggested: instrumental, relational, intuitive, and formal. Each type of understanding is described and illustrated. (MN)

In Piaget's dynamic conception of the child's cognitive growth, the transition from sensory-motor intelligence to the developmental stage of representational intelligence occurs during 5 to 7 years of age. The development proceeds from undifferentiation to differentiation, from unintentional to intentional, from unintelligent to intelligent, and…

An experiment demonstrating that children in Piaget's preoperational stage, who generally still cannot give conceptually correct answers to questions about rate and time, evidence an ability to imitate a given rate-time relationship demonstrated by the experimenter. (ST)