This study examines the development of children's understanding of temporal cycles and the relationship between cyclic concepts and cognitive development. A sample of 62 children, ranging in age from 4 to 10 years, were administered Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks. (Author/JMB)

Presents a study of the effects of interaction between a child and his mother or an older sibling on the child's object sorting behavior. Other factors studied included sex of sibling and family size. Subjects were 120 first grade children. (BD)

Surveys leading positions in political education in Western Germany and outlines the main aspects of neo-conservative, liberal, and socialist thought. For journal availability, see SO 505 820. (Author/DB)

The problems faced by secondary education student teachers during their field experience may be categorized in the following groups: (1) personal; (2) institutional; (3) task planning; (4) task execution; and (5) task evaluation. (MJB)

The author discusses the difficulties inherent in testing procedures when used for classifying children as handicapped, and procedures which could be used to insure that such tests are applied, evaluated, and interpreted in a nondiscriminatory manner. (MB)

Investigated the development and fragmentation of categories over chronological and mental age without the requisite of free recall. Kindergarten, fourth grade, ninth grade and retarded students labeled and categorized chromatic slides of picturable objects. (GO)

Kohlberg's theory of moral development is restated in less technical terms, with emphasis on the concepts of: (1) moral judgment, rather than behavior, values, or feelings; (2) "stages," describing consistencies in moral reasoning procedures; and (3) "better" stages, measuring structurally more adequate levels. (MJB)

A revised orientation week program at Flinders University is described that emphasized the "care group" concept in which the new students were assigned to a small, carefully organized group within the larger group. Support programs such as one for study skills are underway. (LBH)

Describes a simulated grouping exercise, carried out at a learning-disability conference in Texas, which revealed that grouping practices in 1985 may be flexible enough to allow teachers to select students, teaching techniques, and instructional materials. (MB)

Investigation of data from many languages has the following results: (1) the characteristics of classifier languages are distinguished, and four types identified; (2) defining criteria are postulated for classifiers, and it is discovered that every classifier is composed of one or more out of seven categories of classification. (CHK)

Using a multivariate cluster analysis procedure, the authors identified five distinct types of adult learners. The unique motivational profile for each is discussed within the context of the need for postsecondary institutions to be responsive to the range of educational motivations of their adult students. (Author/LBH)

Two studies investigated the functional equivalence of three different scoring systems used to assess the child's ability to understand and carry out multiplicative classification tasks. All three scoring criteria produced reliable and homogeneous tests. Their factor matrices were similar, and the corresponding factor structures were invariant…

The field of learning disabilities (LD) needs to focus on four issues concerned with research and practice: (1) differentiation of LD from other problems, (2) identification of LD subgroups, (3) effects of specific interventions with specific subgroups, and (4) recognition of social/cultural influences on LD identification and services. (Author/DB)

Focuses on the differentiation between acute and chronic school-phobic adolescents. Discusses incidence, classification systems, case descriptions, and distinctive features of acute and chronic school phobia. Identification of appropriate treatment strategies is stressed. (Author)

Comparison of the free recall of learning-disabled (N=24) and non-disabled (N=24) eight- and ten-year-old readers during directive and nondirective encoding conditions found that both groups recalled more semantically- than nonsemantically-organized items. Learning-disabled readers preferred to encode categorically-organized items nonsemantically…