Examines Piagetian theory in relation to (1) the organizational framework of the reader, (2) the linkage of development and reading, (3) the interrelatedness of language processes, and (4) the twin influences of maturation and experience. Notes the value of Piagetian theory in building reading models and examines two "hurdles" it…

To answer the question posed in the title, the authors assess the progress of primary science in Britain since 1964, reassess policies on science at the primary stage, discuss children's scientific ideas, evaluate the professional training of primary teachers in science, and make a few recommendations. (KC)

Reviews current psychological and social issues that relate to the adolescent period of development, explores problem areas in counseling adolescents and provides practical suggestions on approaches to these problems. Helpful attitudes which work with this age group are described. (Author)

Discusses how single-word usage reflects two stages in child language development. Early words express internal states and share none of the corresponding semantic features of these words in adult language. Later words approximate the use of adult language and share standard semantic features of adult indicative words. (JMF)

Notes responses to present deficiencies in college introductory economics courses. Discusses the University of Nebraska's ADAPT (Accent on Developing Abstract Processes of Thought) program. The interdisciplinary project, based on Piaget's developmental stages, assists students in acquiring reasoning skills for the highest stage of intellectual…

National survey data were utilized to measure differences in self-perception, motivation, and social support through seven stages of the family life cycle. In most cases, stages of family life were significantly associated with psychological and social change in adulthood, regardless of sex. (Author)

The Development of Operational Reasoning Skills (DOORS) program at Illinois Central College is an interdisciplinary experiment that guides students from concrete to formal operational levels of thought to ensure that they understand the concepts and cognitive skills undergirding the rhetorical modes. (RL)

Bar graph activities appropriate for four stages of development are given. (MK)

Models of conceptual and language development by Orwell, Piaget, Whorf and Sapir, Vygotsky, and Bruner are reviewed. Their implications for teaching and some individual problem-solving experiments are discussed. (CP)

A reading program for second- and third-grade nonreaders based on neurological development rather than reading or perceptual skills is described. Results of a study of 24 children in the program showed average gains of eight months in reading ability in four months of instruction. (PHR)

A total of 24 males in each of grades 7, 10, and college were asked to determine whether each of various pieces of information proved conclusively that a given hypothesis was always correct. Results suggested three sequences of qualitative change in hypothesis-testing ability. (JMB)

In developing training models in mental health and aging, it is necessary to synthesize existing expertise in areas such as life span development, clinical psychology, and community psychology in order to create a conceptual foundation and a set of intervention approaches for these training programs. (Author/WI)

Investigates the relationship between perceived locus of injustice (blaming either individuals or institutions for injustice) and Kohlberg's moral judgment typology, while controlling the effects of social desirability. Finds that Kohlberg's "stage 4" individuals (with "law and order" orientations) show the strongest disposition to blame…

Examines the transition from concrete to formal thought in Piagetian theory. The questions investigated relate to the abruptness of the transition period, the simultaneity of changes across schemes, and the influence of one scheme of development on another. (SA)

Notes that the grading and development of reading texts could be improved through the pinpointing of some linguistic landmarks in language development, discusses the selection and testing of language landmarks, and describes a study that tested children's knowledge of structures involving the word "although." (GT)