Students tested on their ability to apply the ratio concept in a simple problem of measurement were retested two years later; one-third showed no change in category. The data were grouped in analogy to the three developmental stages of Piaget. Additional data from a group of eighth graders did not clarify further how students arrive at…

The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)

Presents psychological theories by four major learning theorists for the aid of teachers and other specialists in decision-making processes. (Author/RK)

Major purpose of this experiment was to test a notion suggested by Gagne that operations, as described by Piaget, are more dependent on learning than on development. It was concluded that the results supported Gagne's cumulative learning model rather than the notion that operations are primarily dependent upon maturation. (Authors/CB)

Seeks to develop individualized instruction programs for peer teaching. (DS)

Proposed is a theory of cognitive integration to explain the observed failure that many black and Puerto Rican elementary school children experience in learning to read despite intensive efforts at remediation. (Author/DB)

Defining field sensitive teachers as those who are warm, personal, and use the deductive approach and field independent teachers as ones who appear to be more formal and who employ inductive methods, this research indicates that proper development of educational environments will allow children of any cultural background to function in either…

Predictions for multidimensional generalization were derived from Hull-Spence learning theory, and an experiment is reported that was designed to test this aspect of the theory. Alternative to this analysis is presented in PS 502 062; authors respond in PS 502 063. (Authors/MB)

One purpose of this study was to investigate the effects of different levels of item complexity on subsequent student achievement to help clarify the effectiveness of the transfer and hierarchical models. (Authors/MB)

Research supported in part by a grant from the Carnegie Corporation. (DS)

Describes grade 9 student responses to instructional materials constructed on objectives derived from Piaget's balance and inclined place problems. Concludes the presence of a hierarchy only in the balance objectives. Indicates implications worthy of further studies. (CC)

Earlier version of this paper was read at the Second International Congress of Applied Linguistics, Cambridge University, Cambridge, England, in September 1969. (VM)