Traces the various cultural and educational activities of the Institute for the Intellectual Development of Children and Young Adults (INIDCYA) in Iran in the development of children's library services. (Author/CWM)

Lists characteristics possessed by gifted young children and provides a checklist of processes necessary to the development of their special talents. Suggests ways to use this information in developing a curriculum for the gifted and talented student. (MA)

Foreign language study is important not only as a tool or a requisite for a job, but as mental discipline, to shape minds and exercise the intellect for all types of academic and career endeavors. (CHK)

Designing projects around Gardner's multiple intelligences, a Connecticut school created a one-week summer camp where children can tap into their unique strengths. The Summer Stars program allows children ages 7-12 to choose materials and activities from many topics and to participate in one of three internships involving a discovery museum, a…

Too many report cards have grades and comments that are encoded and not standard referenced. To ease parents' confusion, reports should clearly distinguish between standard- and norm-referenced achievement, express teachers' judgments about student progress, consider longitudinal standards, identify strengths and weaknesses, distinguish between…

When interscholastic athletic programs enhance students' intellectual and social development, athletic participation becomes a valuable educational experience. Achieving success in our society requires much more than attaining academic success. The positive relationship between interscholastic athletics and educational performance should…

Examined bias in reasoning in adults and in children, ages five through nine years, by presenting story or videotape true/false messages. Found that adults made judgments contaminated by their own background knowledge abut the believability of the message more frequently than did children. (ET)

Introduces William Perry's work on the stages of intellectual and ethical development and asserts the importance of professors linking students' intellectual development with their pedagogy. (EV)

Asserts that liberal education has the promotion of intellectual development as a primary goal, and that to encourage intellectual progress, a context of intellectual freedom is necessary. Offers a set of principles of academic freedom that it suggests are foundational to the promotion of intellectual development. (EV)

Examined contention that social and intellectual development of African-American college students is nurtured better by traditionally Black colleges than by predominantly White colleges in 250 African American college students. Results did not support superiority of traditionally Black colleges. (Author/ABL)

Compared 120 full psychological tests and retest batteries of boys aged 11 and 17 years referred to Teen Ranch residential treatment program who had been in program for at least 1 year. Nine intellectual and academic change variables and nine personality change variables were significant. These changes were used to examine overall effectiveness of…

Neurochemical and psychological effects of fenfluramine were examined on 20 autistic children (aged 1-10) over a 48-week period. A decrease in abnormal motor behavior was found, but no improvement in intellectual functioning. Serotonin decreased 53 percent after fenfluramine treatment and rebounded to levels 35 percent higher than baseline…

Presents the findings and pedagogical implications of a study that focused on intellectual orientation and multiple-source writing. Suggests that first-year college students who write from multiple sources can approach divergent points of view from a variety of intellectual orientations. (MG)

A developmentally sensitive problem-solving task--the 20-Question Game--was used to examine development and treatment variables among 48 learning disabled and 48 normal boys at two age levels (8-13 years old). Results indicate that both younger boys and learning disabled boys demonstrated less efficient problem-solving skills than did others. (TJH)

There is a vast difference between factual information and a sense of understanding that comes from the organization of knowledge in a way in which it can be used in decision processes. Recognition of interdependencies and interrelatedness leads to understanding and utilization. (JD)