In order for students to fully develop their intellect, they must be exposed to the finest professors and the most demanding disciplines. (HS)

Judgements based on several categories of responses supported the hypothesis that college males show significantly more abstract shifting to concrete responses. College females were found to make significantly more abstract-ending responses when all categories of responses were dichotomized as either abstract-ending or concrete-ending. (Author)

Bacon's views of the faculties of understanding and reason are presented and explained in reference to Baconian rhetoric. Understanding, Rhetoric, Insinuative and Imaginative Reason are defined. (Author/MS)

Modes of cognition are postulated consisting of third- and fourth-order operations; these are hypothesized to be qualitatively different from, and hierarchically related to, the form of reasoning characterized as formal operational by Inhelder and Piaget. An instrument was developed to assess these modes of cognition. (RH)

The article reports two phases of a study that, through use of Piagetian reasoning assessments, indicated significant delays in the cognitive development of 75 congenitally blind students (6 to 18 years) compared to 75 sighted Ss. Developmentally appropriate reasoning experiences produced equivalent performance of blind Ss to that of the sighted…

Discusses how elementary school children perceive abstract art and describes activities used to increase their appreciation of abstract art. Students draw dinosaurs and discuss the variations in their drawings. Two movement activities which reinforce concepts about abstraction are described. (AM)

Results indicated that 8 of the 36 adolescents fell into the strategy-absent category, characterized by a large discrepancy (in either direction) between their verbal and nonverbal abilities. Ss whose disabilities were limited primarily to reading and written language were largely spontaneous strategy users (17 out of 20). (Author)

Attempted to determine whether children from grades two and six generate inferences while they read or only later in response to tasks which require inferences. (Author/DB)