A 12-item stimulus list composed of three conceptual categories, each with two low- and two high- associated word pairs, was presented for free Ss recall to 20 educable mentally retarded (EMR) preadolescents, 20 EMR adolescents, and 20 nonretarded fourth-grade children who showed associative clustering in accordance with preexperimental interitem…

The ability of 47 EMR (educable mentally retarded) and 51 nonretarded children (ages 8 to 15) to maintain and generalize a sorting and retrieval strategy designed to facilitate recall and clustering was examined. Neither the far generalization data nor the near generalization data revealed any significant results. (Author)

Describes how an elementary teacher can incorporate science into the classroom even if he/she feels unsure in the realm of science. Emphasis is on using processes of science. (SA)

The rules and concepts of basic moral reasoning can be taught without difficulty to quite young children; but educating them to prefer to use these rules is another matter. Kohlberg's stages are not likely to be stages of cognitive reasoning, but indication of the reasoning encouraged by the child's environment. (Author/SJL)

Traces changes in curriculums from conception to application by examining an educational program of the Volkswagen Foundation for Kindergarten and Basic School. (CK)

Reviews research on trait interaction and suggests using this research as the basis of individualized instruction. Further suggests that teachers add to the literature by testing the interaction of traits in their own classrooms. (TJ)

The results of experiments conducted with college-age subjects point to analogy and generalization as the most likely mechanisms for transferring spelling/sound correspondences in the absence of knowledge of the existence of the correspondences. (GT)

Two successive recall tasks and eight ability measures were presented to women of five age groups to investigate the changing relation between performance and ability measures at various stages of the learning process during adulthood. (MS)

Cites study which shows that children use three clearly defined spelling strategies regardless of the type of instruction and that children approach high frequency and low frequency words differently. Subjects were 46 first-graders, 57 second-graders, 51 third-graders, and 43 fourth-graders enrolled in various Michigan schools. (BF/JH)

Asserts that the emphasis on explaining individual differences in political orientations among preadults accounts for "the disappointing contribution of political socialization research to political understanding." Argues that "possessing an explicit model of democratic citizenship would provide greater political meaning to empirical data."…

Why teach philosophy in secondary schools? The answer lies in the skills and attitudes that are needed and learned in philosophy--logic, critical analysis, and persistent inquiry--fundamental tools for all learning. (Author/RK)

Examines the relative effectiveness of either partial or total success training as a preventive agent against the debilitating effect of noncontingent reinforcement. (Author/RK)

Article suggests certain tasks must be performed before a pupil can learn to read. What these tasks are depends upon whether teaching method is analytic--introducing words as whole units to be broken down--or synthetic--introducing individual written signs as sounds, to be built up into meaningful units. (RW)

Discusses the implementation of the "T & E" legislation (Thorough and Efficient) in New Jersey that would provide a minimum level of educational opportunity for every student. (RK)

Kindergarten subjects (N=24) were given practice producing a geometric production when given the three dimensional object. Using a two-way analysis of variance, the main effect of motor activity (drawing the projections) was significant. It was concluded that children's learning activities should be motor based, rather than verbal. (Author)