Describes a study which indicates that one hemisphere of the human brain cannot adequately compensate for damage to the other hemisphere in ability to remember. (SL)

A series of referential description tasks performed by normal and educationally subnormal children of equivalent mental age is reported, with the subnormal subjects consistently performing much worse than much younger children of normal intelligence. Aspects of performance and suggestions for improving communication skills are discussed. (MF)

Reports the results of a study designed to measure any changes in the Piagetian level of intellectual functioning of students after taking one introductory college physics course for one semester. No developmental progress was found as a result of taking such a course. (Author/GA)

Seventy-five preservice elementary school teachers were given a Piagetian-related paper-and-pencil test involving the equilibrium of a beam balance. Results show a significant positive relationship between the developmental levels of the clearness, as measured by the test, and their performance on equation solving when different reversible…

Presents a philosophy for long term continuous observation of young children in order to study this intellectual development. A one year study of a class of 32 eight-and nine-year-old students was conducted. (SL)

Describes a self-instructional photo-study learning center on comprehension skills for remedial readers. (MKM)

In an attempt to clarify the role of nonlinguistic preferences in children's responses to the words more and less, children 3-4 years of age were administered three tasks. (Author/SB)

A discussion of the findings of a recent follow-up study of children who had participated in one of fourteen infant or preschool experimental programs during the 1960's. (BD)

Children's ability to infer consequences from sentences automatically was assessed in two cued recall experiments. Seven- and eight-year-old children and adults served as subjects. (JMB)

This edited collection of occasional papers and reports by Harvard's director of the Bureau of Study Counsel addresses questions of student learning and intellectual development, the role of the faculty and advisory agencies in encouraging students' intellectual growth, and the nature of advising and counselling. (Author/LBH)

The comparative value of various parameters of neonatal prematurity for differentiating intellective, scholastic, and social functioning in middle childhood was assessed for a sample of 38 prematurely born and 26 maturely born subjects aged 7 to 9.5 years. (Author/JMB)

Many students assessed as being weak in reading comprehension have no reading disability, but are being asked to read material above their language and conceptual levels of competence. (DD)

Excerpts from Cornell University president Frank H. T. Rhodes's recent speech calling for a return to college curricula that enhances students' intellectual and moral well-being, provides more educational coherence and breadth, and embodies a philosophy of commitment are presented. (MSE)

The author defends and clarifies a previous assertion that college faculty may need to be taught to take advantage of classroom opportunities to make insights and awareness clear to their students. (MSE)

Outlines major premises of contextual perspectives to adult intellectual development and describes what theorists hypothesize to be changes in environmental demands that occur during adulthood. Presents research suggesting that people's conceptions of intelligence at all points during development include social competence as a form of intellectual…