This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

Tabulates the frequency of comprehension question types and teacher questioning behavior and reports that teachers emphasize recall, use several controlling actions in questioning, and miss opportunities for putting questions into clusters which would extend thinking. Bibliography. (MD)

The article uses Jean Piaget's theory of four stages of intellectual growth to describe (1) developmental aspects of the six- to seven-year-old child which are pertinent to the teaching of social studies and (2) a social studies program which teaches rational thinking. (Author/KC)

Correct speech usage and good reading skills are the most important tools an individual can ever acquire. Every child deserves a chance to gain them through thoughtful, expert teaching. (Author)

Explains the significance of stories in productive thinking by collecting and analyzing the reactions of 40 children of 3 and 4 years to 10 stories. Results indicate that stories can be used to understand preschool children's thinking and increase their productive thoughts. (BB)

Study investigated how new technology affects the working procedures and mental activity of industrial machinists, examining how machinists learn to use computer numerical control technology. Results indicate areas of cognitive difference requiring further study (e.g., differences in conceptualization, formalization, and perspective, and shifts to…

Investigated preschool children's understanding of temporal relationships in terms of their comprehension of sentences containing clauses linked by "before" and "after". Also evaluated was the relative importance of order of mention and main-subordinate relations strategies in children's interpretation of temporal order information. (Author/SDH)

Provides some background from the biological and behavioral sciences relevant to the education of young children. The author concludes that experience gained by age 8 (particularly during the years 0 to 5) matters for the rest of an individual's life. (PEB)

The relationship between retention of story propositions and inferences was studied in two experiments on groups of children who averaged five and eight years in age. In the first experiment, the motives and theme of protagonists were varied and found to affect the number and kind of inferences made by eight-year-olds. The increase in the number…

This study attempts to raise and answer the question as to whether lateral specialization of the brain could explain some of the differences in persons at different stages of intellectual development from birth to adulthood according to Piaget's theory of individual development via sequential, qualitatively different stages.…

Presents a reply to and an analysis of a study which examined the use of logograph research to determine children's cognitive integration ability. The study in question had been based on the present author's previous research. (BD)

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)

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

Concludes that children have a far broader range of intellectual interests than has generally been recognized. Bringing them into contact with fields of knowledge, methods of inquiry in these fields, and the processes of logical reasoning at a time when they have a natural receptivity which can have a fundamental impact on their intellectual…