Discusses the implications of piaget's intellectual developmentmodel with respect to teaching at the college level. Many students operate at the concrete level and are incapable of abstract formal operations, however their interest and motivation can be maintained through active involvement with the representative ideas and materials of the…

One of the most typical ways in which people learn is by inferring general rules from examples. In recent years, significant progress has been made toward understanding how learning from examples can occur, determining when it does occur, and identifying conditions that promote it. This paper reviews these results and then suggests a program of…

Describes a study that demonstrated that written explanations of responses to formal-concept test items can be used to identify formal and concrete operational thinkers. A high percentage of the students sampled were unable to respond to formal-concept test items. (EB)

Reports on three studies which investigated the development of the concept of horizontality in subjects from nursey school through college age. Normative data collected allowed for evaluation of Piaget's stages and for differences due to age, sex, and apparatus shape and orientation. (ED)

Describes an investigation of 35 secondary school students to examine the relationship among scores on 10 Piagetian tasks used to assess levels of concrete and formal reasoning and problem solving abilities and scores on a standardized reading examination used to measure reading ability. (Author/GS)

Describes the concept of co-learner in studio design education at the University of California, Berkeley. This is learning through involvement rather than through projection or fabrication. (Author/PG)

The study was designed to test the hypothesis that a facilitative model would enhance the process of imitative learning by an observer. Results suggest a close relationship between self-theory and social learning with regard to the role of the counselor. (Author)

The principal goal of history teaching is to train students to become capable of doing new things, creating, discovering, and gathering evidence as "scientifically" as possible. (Author/ND)

The cognitive operations that predispose a learner to perceive and approach a situation in a given way define his mental set. A survey of the research on problem solving indicates that an instructor should encourage students to vary strategies in searching for solutions to problems. (NHM)

Evidence from several controlled experiments is presented for the assertion that there is a fourth factor determining student achievement (in addition to ability and diligence, previous achievement, and teaching effectiveness) and that this factor (which may be associated with social interaction or emotional or physical state) is sometimes…

Article based on a presentation given at a special commemorative session at the 1964 annual meeting of the American Psychological Association, Los Angeles

Part of the monthly Saturday Review supplement, "Education in America," sponsored by the Charles F. Kettering Foundation.

Work carried out at New York State Psychiatric Institute from 1963 to 1966.