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…

Examines the way in which studying history contributes to intellectual development. Identifies five mental attributes it enhances: perspective--gained from placing people, events, institutions against larger background; encounter--confronting great ideas, personalities, etc.; relativism in a pluralistic world--developed from immersion in other…

Criticizes the application in public schools of the new "cultural literacy," which is restrictive and can lead to intellectual stagnation. Suggests a wider, more active concept of cultural literacy, which involves building new knowledge, accommodating new perspectives, and reading beyond the narrow, traditionally defined notions of our…

With a knowledge of students' thinking processes, activities advisers and leaders can design environments for maximum learning and development. An interpretation of Perry's model of intellectual and ethical development is provided. (MLW)

The confluence model shows the influence of family on intellectual growth. The decline of SAT scores is related to changing family patterns. Intellectual growth is lower for children with many siblings. The increase in average family size for the cohorts taking SATs between 1963 and 1980 caused scores to decline. (Author/VM)