Recent theories of concept identification have dealt largely with two-category problems in which the correct classification of a stimulus depends on values of a single binary-valued dimension. Such concept identification problems can be solved by a single trial. Two or more dimensional problems would seem to require more complex methods of…

Twelve children (mean age = 2 1/2 yrs.) were instructed in a group setting to follow a number of different requests by a teacher. In Experiment I, the group's instruction following behavior remained low regardless of whether (1) the teacher provided either modeling or verbal cues or a combination of these two and (2) another adult did or did not…

The purpose of this experiment was to determine whether a constant information processing rate would occur when subjects in verbal discrimination (VD) learning were presented a mixture of items of different lengths. Forty-two Naval Postgraduate School students served in a VD experiment with a random mixture of two-, three-, and four-word items at…

The construction and validation of a learning hierarchy designed to assist instruction in the skills of science hypothesis formation and testing are described. Results of the validation using prospective elementary teachers are described, and the revised hierarchy is presented. Revalidation results for a different group of teacher trainees are…

The purpose was to determine whether children in classrooms would manifest cognitive behavior described by Piaget for their developmental stage. First, fourth, and eighth grade classes were selected as representative of Piaget's preoperational, concrete, and formal stages respectively. Twelve classes at each grade level (six social studies and six…

This series of four studies investigated the abilities of children in grades five through eight to perform on a reasoning test written in both Ikonic and Symbolic form. An abstract reasoning test which had been shown to be highly correlated with success in mathematics was rewritten into Ikonic form. Children whose ages bridge the gap between the…

This dictionary of Piaget terms is devoted solely to the vocabulary of the most important terms found in the writings of Piaget and his collaborators. The definition of each term is illustrated in at least one context, and on several occasions the original text is cited. (WR)

Three papers are presented and each is followed by two reactions. The first paper presents methods of dealing with questions about the conduct of scientific theorizing. The theory-models approach is explained as a mode for conducting part of the theory construction tasks required in the complete act of scientific inquiry. In the second paper a…

This annotated bibliography covers documents concerning behavioral objectives. Many of the annotations are more lengthy than usual in order to help local school personnel decide which documents will best suit their needs. The four divisions of documents include: how-do-do-it publications, issues relating to the objectives-evaluative movement,…

STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD…

Visual literacy, the integration of seeing with other cognitive processes, is an essential tool of learning. To explain the relationship between the perceiver and the perceived, three types of theories can be brought to bear: introverted; extroverted; and transactional. Franklin Fearing, George Herbert Mead, Martin Buber, and other theorists have…

Rebuttal to a previous article maintains that laboratory experiences help students further develop their reasoning abilities. (Author/MLF)

Proposes a model of second language learning that accounts for discrepancies both in individual achievement and achievement in different aspects of language learning. (Author/AM)

The author examines three phenomena--the inconclusiveness about the nature of intelligence and how to deal with it, the supplanting of learning theory by behavior modification, and the rise of human technology--and argues that a confluence of ethological theory applied in the human context may provide a coherent theoretical picture of…

Approaches curricular issues in the framework of critical theory and attempts to move through curriculum critique to a demonstration of what curriculum practice is implied by a critical framework. (Author/MLF)