Although there was an increase in the proportion of students using the logical principle of exclusion" from grades 7 to 9 to 12, there was little relationship with IQ and socio-economic measures. (AL)

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)

Discusses and refutes Novak's arguments against Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful verbal learning. (GA)

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)