The conceptual approach to learning strives to arrange the best environment and materials possible for learning and simply allows it to happen. Basic to the provision of such a vital teaching learning" climate is the thoughtful identification of statements acceptably usable in structuring such a curriculum. (Author)

Discusses three problems preschool teachers should consider when aiming to facilitate children's mathematical activity: (1) How may young children relate to the necessarily abstract basis of mathematics? (2) When is a child's activity mathematical? (3) How may "mathematical" language, concepts, and experiences be appropriately defined?…

An intelligence model of processes and content of thought is proposed. Processes include remembering, evaluating, generating, and transforming, while content is self, forms, ideas, and persons, determining levels of complexity for learning. The TETRA model is compared with J.P. Guilford's aptitude structure of intellect. Theory implications for…

All instruction, including social studies, should be concerned with developing both halves of the brain rather than continuing to place emphasis only on those functions which reside in the left cerebral hemisphere. When presented with a social studies problem, students can view it in two ways--logically and intuitively. (RM)

A curriculum theory begins in the transference of meaning from the familiar and the comprehensible to the abstract and perplexing problems arising from the actual teaching situation. These metaphors that evolve into theories serve to direct research by creating a symbolic language. (JN)

Cohen's (TM 504 890) formal rules of intuitive probability lack normative or descriptive appeal, and his interpretation of the author's findings is not compelling. (CP)

This paper examines the nature of concepts and conceptual processes and the manner of their formation. It argues that a process of successive abstraction and systematization is central to the evolution of conceptual structures. Classificatory processes are discussed and three levels of abstraction outlined. (Author/SJL)

Relationships between death concepts of Black and White children and their racial status were examined. Lower-middle-class elementary children completed a four-item questionnaire on death. Most children defined death as the end of living and listed physical causes as the explanation of death. In general, children's death concepts were similar.…

There is a growing realization that the premises of materialism are applicable within certain limits only. The mystical writings of Blake teach that man's body is a mental body, and his universe a mental universe. (JN)

The effectiveness of strategy training programs that differed in the degree of subject self management required on the verbal abstraction performance of 80 educable mentally retarded children and adolescents was compared. In terms of acquisition, all three training conditions, irrespective of the degree of self management required, were superior…

This operational theory of adult learning is based on the premise that learning is a problem-solving process involving attention, differentiation, structuring, integration, abstracting, and generalization. (Journal availability: Department of Adult Education, Kansas State University, Manhattan, KS 66506.) (SK)

An article by Harvey Siegal, "Kuhn and Critical Thought," is criticized. (JD)