Spatial thinking is a cognitive skill that can be used in everyday life, the workplace, and science to structure problems, find answers, and express solutions using the properties of space. It can be learned and taught formally to students using appropriately designed tools, technologies, and curricula. This report explains the nature and…

The 16 PF was administered to 105 females and 113 males who entered the work force after leaving high school and 177 females and 178 males who entered college immediately after graduation. Three kinds of results were observed; (a) a set of selective traits that differentiated the college and work groups initially; (b) changes in certain…

The Intellectual Achievement Responsibility Questionnaire (IAR) was given to 183 children, ages 9 to 14, from three kibutz movements in Israel, in order to explore the meaning of locus of control among children raised within a specified framework. (ST)

In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)

Compares the frequency of peer and adult interactions, mean duration of social interactions, and amount of misbehavior in children attending Montessori, university laboratory and parent cooperative preschools. (DP)

The interpersonal visual behavior of subjects of various ages was studied as they (1) conversed, and (2) participated in a block construction task with a partner of the same sex and same age. (DP)

Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)

Study suggests that, rather than being less able to organize information, young children simply organize according to different criteria than adults. (Authors)

Distinction is made between self (self as a subject) and self-concept. (MB)

Remarks on four flaws in Dr. Woo-Sam's critique which appears in this issue. (MB)

Students' value orientations with respect to education are compared with orientations they perceive as being stressed by their parents. The responsiveness of orientations at both generational levels to sex and status influences is analyzed." (Author)

Three convergent studies investigated the hypothesis that task-irrelevant status attributes of peers influence judgment of deservingness more for younger than for older children. Race of participants, relative size, task performance, grade level, and retention in grade were variables explored. (Author/RH)