The application of geography to spatial planning is discussed. Concepts presented include the regional concept, the typological concept, and spatial structure, spatial processes, and spatial organization. For address of journal see SO 504 028. (Author/RM)

The development of the ability to use taxonomic, phonemic and sense impression categories as dimensions of encoding was investigated using third and fifth graders and college students. (ED)

Examined the presence or absence of class inclusion and hierarchical classification skills in relation to organizational memory strategies in kindergarten and first grade children. (ED)

Offers a new classification of the indirect question clause, as one of four categories of subordinate clauses, according to content, while retaining the three traditional form categories, namely, conjunctional, relative, and those introduced by "w-" interrogative words. (Text is in German.) (IFS/WGA)

A three part article 1) considering basic requirements for a language typology theory, including qualitative, comparative and quantitative concept development, 2) analyzing and evaluating several of thee better known language typology systems, and 3) comparing and contrasting those systems. (DH)

A network model of logical and semantic structures from which speakers or writers generate linguistic messages at the discourse level is presented. (Author)

By reviewing the content of education items in the Handbook of Latin American Studies during the last 12 years, this paper traces and documents trends in research on Latin American education. Analysis of the items revealed the changing emphasis of educational topics from volume to volume. Judgments are made on type, geographical focus and topics…

This paper discusses a number of educational concerns suggested by the computational metaphor which proposes the comparison of processes of mind to realizable or imaginable computer activities. Among the concerns discussed are those which include procedural modes of knowledge representation and control knowledge--knowing what to do. Also included…

Fifty-six Dutch school children (aged 6-0 to 14-4 years) participated in a study designed to investigate their ability to reason with logical implication. They answered a total of 32 reasoning problems. Before or after each question they were asked a class inclusion question. A high degree of correspondence was found between class inclusion and…

The paper offers an analysis of how the misclassification of school children as cognitively disabled for placement in public school special education classes may have positive as well as negative consequences. This approach is used to criticize the sort of unilateral prohibition of misclassification mandated by the Education for All Handicapped…