Presented is an annotated bibliography on the early adolescent (ages 10 to 15). (KC)

Hypothesized that cognitively complex individuals would be more effective than cognitively simple individuals at accomplishing a communication-dependent task. Analysis revealed that messages (generated by an exercise with tinker toy models and a password game) of complex individuals were more effective than the messages of comparatively simple…

The article examines the reflective versus the impulsive cognitive styles and the implications of these styles for special education teachers. (PHR)

The author reviews the contributions of the previous authors (EC 124 952-960) who emphasized self-instruction, self-assessment, and the more complex problem solving cognitive skills in teaching exceptional children. (PHR)

A study investigating the discrimination abilities of two crib-bound, cerebral palsied, profoundly retarded females demonstrates the importance of individual differences among such children and suggests that discriminative responding may be demonstrated by at least some profoundly retarded children, particularly if distributed practice is employed…

Explored the development of hierarchical classification and the age at which this ability appears fully developed. Two measures of hierarchical classification ability were administered to primary, elementary, junior high and high school students. Discusses results which support Piaget's contention that this ability is not developed until late…

Investigated the predictive power of two written tests of Piagetian developmental level, The Understanding in Science Test and the Reasoning Test. Also examined the extent to which two variables, level of reading comprehension and level of field dependence-independence, were associated with performance of secondary school Australian students on…

In order to ensure the effectiveness of instruction on a new topic, teachers must help students recall prior "prerequisite" learning. The type of learning to be recalled varies with the type of learning outcome expected. (RJG)

Explores preschoolers' expectations of adult behavior toward boys and girls, and examines systematic changes from age three to five in children's expectations of adult behavior and the extent to which children indicate acceptance or disapproval of the expected adult behavior. (Author/DB)

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Two major periods of development in proportional reasoning are identified by analysis of a 23-item experiment given to subjects between 6 and 16 years of age. (MP)

Concluding remarks are presented on the preceding six papers (see TM 505 449-505 454). Evidence of American interest in Soviet research is cited, and it is suggested that this Soviet research can contribute a great deal to the field of educational psychology. (GDC)

The incidental learning paradigm supports two findings concerning selective attention: (1) the difference between central and incidental task performance increases with age, and (2) the correlation between central and incidental performance decreases with age. Neither of these findings clearly supports the view that attentional selectivity…

After reviewing the purposes and methods of educational research, the author outlines the areas of basic research relevant to arts education: cognitive and developmental theory, learning, and teaching as a human interaction. He briefly considers the role of the National Institute of Education in delineating and supporting research. (SJL)

Describes a study which sought to develop a criterion-referenced cognitive instrument based on the 83 performance elements contained in 30 teacher education modules. Discusses whether it is educationally sound to conclude that those who possess appropriate teaching skills also possess an appropriate cognitive base. (JOW)