Suggests teaching techniques to develop children's insights about human relations. (MM)

Paper has attempted to display two sets of perceptual disorganizations, both parents' and children's. As well, suggestions for action are given. (Author/RK)

Article reports on the testing of several diagnostic measures and a determination of what kinds of instructional groupings produce the most effective results in working with perceptive problems among kindergarten children. (Editor/MB)

Examines children's word perception demonstrating the role of Piaget's perceptual development formation and individual aptitude differences in problem solving strategies. (MM)

Discusses theory that an attitude toward a proposed change in policy can be predicted from attitudes toward the consequences associated with the change. (ML)

This study demonstrated that an individual's ability to perceive affect in others can be ameliorated solely as a result of the individual's having acquired certain knowledge. (Author)

Testing Pollack's hypothesis that decreases in effective contour contrast (resulting from a decrease in receptor sensitivity with age or from a change in actual stimulus contrast) lead to decreases in illusion magnitude. Conclusions are questioned by Sjostrom and Pollack (PS 501 740). (Author/MB)

Play can become a truly significant learning experience for all our youngsters if educators will pioneer in making adventure the key word in our elementary school playgrounds. (Author)

Results indicate that kindergarten and first-grade pupils who were trained in visual perception scored no higher than their controls on the academic or readiness tests. Therefore, the use of this program as a supplement to traditional readiness activities does not appear to be warranted. (Author)

Contrary to Piaget's predictions, adolescent retardates and 9-year-old normals were more susceptible to the Oppel-Kundt Illusion than high school sophomores and adults. No group differences were found on the Poggendorf Illusion. (MH)

Discusses the one-sided rules and attitudes in schools which may inhibit learning, and how to recognize and circumvent them. Children should have a broad continuum between a soft" or permissive school, and a hard" or strict curriculum, and will choose the place on this continuum where they learn best. (DM)