A discussion of tentative generalizations that developers of instructional materials can use on aptitude-treatment interaction. The author combines what research findings seem to indicate along with theories about how individuals learn and process information. (Author/HB)

A program to improve student ability to perform intellectually demanding tasks might reasonably focus on four types of objectives: abilities, methods, knowledge, and attitudes. (Author/MLF)

In a Virginia school grounded in Gardner's multiple-intelligences theory, K-12 students flock to the think tank, a hands-on discovery room, to explore their varied abilities. This well-equipped room synthesizes many ideas and theories, such as Socratic questioning and John Dewey's discovery-learning ideas. Because multiple ways of smartness are…

This study indicated that the school performance and intelligence quotients of associative responders diverge significantly over time from those of nonassociative responders. This divergence becomes greater with age, suggesting that reliance on associative responding in preference to reasoning may cumulatively interfere with intellectual…

Article reviews Piaget's views on language and explains why he is not more concerned with this than he is. (AM)

Research in cognitive science is providing an increasingly detailed understanding of human cognition. Teachers can help students become conscious of their own reasoning processes and then learn to compare, contrast, interrelate, or coordinate various ways in which they think in order to refine their problem-solving methods. (Author/MLF)

Stresses the importance of learner involvement, and adult patience and understanding, for a child's success in learning and consequently in living. (EB)

This paper is a letter to Professor Hans G. Furth discussing his book "Piaget for Teachers" as related to the program of the Campus School at State University College in Plattsburgh, N.Y. The letter is from the three teachers who work with a classroom of 54 youngsters. There are approximately equal numbers of 4-, 5-, 6-, and 7-year olds…

A model for sequencing intellectual skills through the use of learning hierarchies is provided. Applications of this model to social studies education are included. (DE)

Describes children's reactions to chance and probability in a variety of experimental situations, using four different experiments from Piaget's work, to give a clearer picture of how children approach these ideas. (GA)

Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)