Cites ways by which increased technology and advanced industrialization have led to decreased mental demands on most people. Views the teaching of science as an area in which appeasements must not be made. (CP)

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Subjects were 64 second graders and 64 sixth graders. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed. (Author/JH)

To investigate developmental differences in time-sharing performance, 60 boys, 20 in each of three age groups (7-, 10-, and 13-year-olds) performed an auditory matching task and a tracking task alone and concurrently, the latter under two sets of instructions. (Author/JH)

Paper presents a two-fold operational partition of the structures involved in characterizing instructional knowledge. (Author)

The present findings suggest that never" as a response and very often" as a response are mediated by different underlying processes, at least between the ages of 8 and 17. (Author/WY)

Article suggests methods of teaching so that the student not only learns how to think, but learns how to think about life itself, especially himself. (Author/MM)

Investigation of the learning process has led to many theories and some systematic knowledge. The question of how to design instruction to promote effective learning and the subsidiary question of the behavioral controls involved are examined in the light of known facts about the major categories of learned capabilities. (Author/TS)

The purpose of the article is to examine the developmental theory of intelligence as it was dealt with by Piaget. (Author)

Finds that the usual adult superiority in speed of processing could be markedly reduced if children were given equivalent amounts of domain knowledge. The effect was domain specific; differences in knowledge affected processing rates in both knowledgeable adults and children to about the same extent. (Auther/RH)

Challenges assumptions made by Sigel that change is a measure of progress, that Piaget's theory was a major factor in the "cognitive revolution," and that cognitive psychology and behaviorism are necessarily opposing positions. (Author/RH)

Sigel replies that Kendler's reactions to his article appear more appropriate to psychology as a field rather than to developmental psychology, in particular, since the 1970s. (Author)

Compares developmental changes in the processing of subordinate/superordinate relationships across perceptual and nonperceptual categories. Perceptual categories contained visually similar exemplars, while nonperceptual categories contained dissimilar exemplars. Second, fifth, and eleventh graders, as well as mentally retarded adolescents,…