Results indicated that children's comprehension of stories and commands tended to vary significantly as a function of age. (Editor)

Presents an Ohio experiment in which 30 kindergartners and 76 first graders, all English speakers, attempt to learn to produce three non-English phones. Bibliography. (MB)

Faulting the audiolingual method for concentrating primarily on manipulative skills in language learning, the author stresses that the development of true communicative competence involves the learner's conscious awareness of grammar rules and language context. (FWB)

The emergence and differentiation of partitioning as a process that leads young children to construct ideas of rational numbers was traced through clinical sessions with 43 primary children as they manipulated objects. The data analysis led to a five-level theory of the partitioning process. (MNS)

Argues that the impact of neurological disorganization has been largely overlooked in both the training and in the implementation of educational programs. Discusses the nature and development of intelligence and neurological disintegration. (FL)

In this paper, a psychologist comments on "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education." Criticisms of the yearbook's essays concern failure to appreciate the importance of how to teach (as well as content), the need for evaluation, the significance of real teaching conditions, and the…

A theoretical framework for the preparation of teachers through clinical laboratory experiences is presented. Four teacher roles and six purposes of clinical experiences are identified and arranged on an intersecting matrix, which can be a basis for designing clinical experience packages that integrate theory and practice. A sample package is…

Examines the shift in the theoretical basis of learning from a behavioral theory to a cognitive theory, exploring implications of the shift for educational practice. Compares behavioral and cognitive theories in relation to educational goals/objectives, individual differences, instructional strategies, learner motivation, and learner…

John Dewey's doctrine that education is a process of continuing growth is analyzed and critiqued. Dewey's principles of interaction and continuity and his commitment to scientific problem-solving and democratic values are discussed. Inconsistencies in Dewey's thought are pointed out. (PP)