Analyzes concept formation in children based on the precepts of general semantics. (RB)

These results support Piaget's position that preoperational children respond to the perceptual lack of equality but not to the lack of conceptual equivalence in class-inclusion problems. (Authors)

Proposes a rhetorical theory and pedagogy which emphasize the semantic concepts of denotation and connotation; based on a paper presented at convention of National Council of Teachers of English (Washington, D.C., November 28, 1969). (RD)

This study offers one bit of evidence that quizzes written to require reasoning are more effective in attaining thinking" objectives than are recall quizzes. (Author)

This study demonstrates the general developmental progression of the increased internalization of the conditions of emotional arousal. Females show a tendency to be more dependent than males on external arousal cues. (Authors)

Scores of sixty junior high students on a validated test show little or no correlation by sex, grade, age, I. Q. or map reading. They did correlate significantly with spatial relations skills and mechanical reasoning skills. Scale of the photo was not a significant variable, but students identified more cultural features than physical. They also…

In order to deal with the multiple social problems caused by intercultural tensions in American society, we must build a well-developed philosophy of culture. (CK)

A study examining readers' ability to infer consequences backward and forward from events described in stories is described. Results show that backward consequence inferences are more reliably drawn during the course of reading than forward consequence inferences. (MSE)

Three experiments tested contrasting predictions of a dual-representation theory and a context availability model of concreteness effects in verbal processing. Without context, reading times/lexical decision times for abstract sentences/words were longer than for concrete sentences/words. Rated context availability was a good predictor of reaction…

This experiment in reasoning attempted to discover why simple logic tasks cause problems. An initial group investigation preceded the experiment, which tested two hypotheses: that subjects presented with a "four-card" problem make irrational responses, and that successful completion of a programed text will reduce irrational responses.…

Piaget's theory of cognitive developmental levels is criticized on the grounds that it blends empirical and philosophical issues of knowledge and, therefore, confuses genetic psychology and epistemology. (JN)

Whether overgeneralization of quantified relations in a story reflects reasonable inferences from the story's theme was examined. Subjects read narratives with similar story structures but different thematic conflicts. Recognition results showed that overgeneralization "errors" are systematic, consistent with thematic elements of the…

Discusses the nature of wisdom and its function in the developmental process and how it differs from cognitive ability. Compares these two constructs with respect to the domains of behavior they represent, the operational tasks used to assess them, and the relationship of logic and time in their development. (Author)