Eighty-one students were asked to read an article under different conditions of extrinsic and intrinsic motivation. The qualitative differences in learning process and outcomes and the quantitative differences in recall of factual knowledge were investigated in relation to the various experimental subgroups created. (Editor/RK)

Presents a problem-solving model comprised of nine generalizations derived from the methods and principles which guided the investigations of the fictional London detective, Sherlock Holmes. (EM)

This paper will report on a primary grade social-cognitive curriculum. We will first consider the construction of this curriculum from the principles of structural developmental and social perspective taking theory. Then we will discuss the curriculum evaluation. We will conclude by suggesting some new directions for evaluation. (Author)

This paper reviews a curriculum program that was focused on promoting intellectual and ethical development in college students. It considers it in a historical and philosophical framework, then describes a research study based on the original program. Paper presented at the American Psychological Association Convention, Chicago, 1975. (Author/BP)

This paper presents data to demonstrate that there is a construct of intellectual development, and that it can be measured cross-sectionally, through analysis of religious content. Three different studies, in which subjects responded to religious statements, are described. Paper presented at Chicago 1975 Convention of the American Psychological…

Reports a study which assessed and compared the verbal responses of good and poor readers at the end of the first grade using a paradigmatic-syntagmatic classification scale for responses. (JM)

Considers the definition of learning as usefully applied to lower animals in instances of trained food-aversion behavior as a viable instance of associative learning. (SL)

Existing theories of the development of religious thinking in children appear to be of limited use for curriculum development in religious education. Suggests new approaches for research which employ methodologies developed in other areas of educational and psychological research. (Author)

This study examines the claim that cognitive preferences in science are no more than expressions of levels of cognitive operation as described by Bloom's Taxonomy. 667 twelfth grade students of chemistry and 989 twelfth grade biology students took a cognitive preference and an achievement test in their respective disciplines. The limitations of…

Children show less evidence of nominal realism (treating the name and its object as the same) after participating in an arbitrary naming task, but older children do not show as much development away from nominal realism as Piaget postulated. (RL)

Shows that age or conceptual tempo are not related to the number of trials needed to reach the criteria for a learning task. Impulsive responders performed more poorly than groups of slow-inaccurate, fast-accurate, and reflective responders on the transfer of learning task. (RL)

French sentences with a long ambiguous word just before a target phoneme led to faster reaction times than did sentences with a short unambigous word just before the target phoneme. (Author/SW)

How a child answers questions provides information about how he or she processes input. A child's early responses to questions at age one year, three months, were compared to her responses at one year, seven months, when she was in the two-word stage. (SW)

Twelve one-word-stage children were given minimally contrasting two-word instructions. Since non-linguistic cues were eliminated, comprehension involved making non-syntactic inferences from the word combinations. The children could respond correctly to some of the instructions, and even carried out some unfamiliar activities. (Author/SW)

First, second, third, sixth, and ninth graders and college students were presented with 4 different tasks of surface-volume dissociation in order to see whether or not the conservation of one of these properties would wrongly induce a belief in the conservation of the other. (Author/JMB)