Briefly explains Piaget's theory of intellectual development and its implications for teachers. (LS)

High- and low-ability fifth graders were taught multiplication of fractions by one, two, or four methods. On a subsequent transfer test the scores of high-ability students decreased and those of low-ability students increased as a function of number of methods used. (SD)

Area and measurement tasks representative of those used by Piaget were administered to 168 primary students. Data were analyzed to determine effects of sex, age, and task sequence. (SD)

Identifies and discusses some areas of research and practice that are of current interest or utility at the college level. Areas discussed include instructional objectives, advance organizers, self-pacing and audio-tutorial systems, teacher behavior, and evaluation instrumentation. (GS)

Reviews Piaget's stages of development and describes types of educational activities which are appropriate for specific levels of cognitive development. (CP)

Performance of first and second graders on measurement problems indicated that they are unable to relate the measurements of objects using different units to visual comparisons of quantities. (SD)

Secondary science students were tested, using Piagetian tasks to determine their level of intellectual development, and then tested on scientific concepts classified as concrete or formal. Results showed significant multiple correlations between the scores on the tasks and the subject matter tests. (MLH)

Reviews research in the area of scientific classification of botany concepts. The acquisition, transfer, and ability to use cognitive skills were investigated. (CP)

A theoretical discussion of analogy formation and differentiation in language learning, followed by teaching hints on the German nominative case, stressing progressively increasing difficulty in the "analogical" and "differentiating" exercises. (Text is in German.) (IFS/WGA)

A remedial approach involving review, contrast, and re-review for remedying second language learners' errors is suggested. (RM)

Different bases for an underlying strategy for the teaching of languages are discussed. (Available from Studia Anglica Posnaniensia, Adam Mickiewicz University, Poznan, Poland) (RM)

The present study results indicate that a combination of several learning opportunities served the needs of some medical students better than a more restricted set of options. (Author/PG)

Traces the development of one line of research in the training of science teachers, using social learning theory as the superstructure, and identifies the related basic research forming the building blocks of subsequent research, development, and practice. (Author/PEB)

Traces history of intelligence testing through social functions and educational psychology, then recommends changes in intelligence testing to overcome current problems. (DW)