Research evidence suggests that there are natural variations in children's learning, many of which can be categorized by age and sex. Educators must become knowledgeable about brain growth and its curricular implications. (SK)

Thirteen to fifteen year-old students from Denmark, Sweden, Italy, United States, Austria, Germany, and Great Britain were the subjects on this study of formal thought processes. Socioeconomic status, sex, and school organization provided additional categorization upon which the subjects were divided. Chi square analysis revealed some differences.…

Reports on three studies which investigated the development of the concept of horizontality in subjects from nursey school through college age. Normative data collected allowed for evaluation of Piaget's stages and for differences due to age, sex, and apparatus shape and orientation. (ED)

Investigated the relationship between syntactical complexity of high school students' written language and their ability to reason formally. Format reasoning ability of 50 high school students was measured by a 15-item group-administered demonstration test developed by Lawson. (HM)

Addresses some criticisms of the Cognitive Acceleration through Science Education (CASE) project. Offers a different description of the CASE teaching method and presents evidence from the program. Contains 20 references. (Author/WRM)

Contrasts results of studies examining sex differences in intellectual functioning in the U.S. and Israel, in cities and on Kibbutzes. Findings indicate cross-cultural and intracultural influences challenge validity of theories that suggest a biological basis for sex differences in intellectual abilities. (SA)

This paper discusses research exploring the performance factors involved in studies which test for formal operations. It is suggested that several previous studies dealing with formal operations confound performance and competence in determining the extent of subjects' formal operations schemata. Factors which might account for performance…

This volume is intended for use in college courses that combine educational psychology with child and adolescent psychology or human development. Section I, an introductory chapter presents selective groups of readings in the field of child developmental theory. Sections II through X each deal with one of the explanations of behavior that have…

In every school there are bright, motivated students who experience success in every field of academic endeavor except mathematics. These students are defined as dyscalculics, or learning disabled in mathematics. Piaget's model for cognitive development was used in a study of students evidencing this condition. The purpose of the study was to…

This investigation was undertaken to compare males and females on their performance on standardized mathematics achievement tests during primary grades. The achievement of more than 3,000 children in grades one through three was measured in the five school districts in which the University of Georgia Follow-Through Program was implemented. The…

Several studies that were directed towards examining the influence of cognitive factors in sex-related differences in mathematics achievement are reported. Specifically, two lines of research were pursued examining: (1) the relationship between different types of visual-spatial skill and mathematics achievement, and (2) the trainability of…

This three-volume report deals with the hypothesis that males are more successful at solving mathematical and spatial problems than females. The general relationship between visual spatial abilities and mathematical problem-solving ability is also investigated. The research sample consisted of seventh graders. Each pupil took five spatial tests…

Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)

This text is intended for individuals studying or involved in college student affairs work and focuses on theory and research concerning the cognitive, affective, and behavioral development of today's college students. Part 1 examines the concept of student development in a chapter providing an historical context and a chapter on the role and uses…

The Conceptual Learning and Development (CLD) Model specifies four levels of concept attainment (concrete, identity, classificatory, and formal) and three uses of concepts (problem solving, subordinate-supraordinate, and principles). Longitudinal and cross-sectional studies of concept attainment may be conducted. The results of this study of 300…