This study investigated developmental changes in semantic structure, focusing on whether changes could account for differences in the concepts acquired by children and those acquired by adults. Semantic structure was determined at each of four age levels (6, 9, 12 years and college students). Two indications of developmental change were observed…

Previous research on analogy solutions indicated that an associative relatedness process was central to the solution process. One implication of these findings was that differences in associations to the words comprising the items may produce differences in test performance and, hence, account for the vast differentials in performance of persons…

Seven studies were conducted to investigate the interactions between imagery-ability and experimental treatments that parallel instructional procedures. The general orientation of the studies was to extend the concepts of imaginal and verbal coding systems to include individual differences in symbolic habits. Thus all the studies took into account…

Language as an identifiable cognitive behavior must be studied in relation to identity and memory, all of whose structures undergo progressive changes as the child develops. The organization of the development of the organism depends upon relatively ordered structures of growth, following foreseeable pathways or creodes. The processes occurring…

A study was conducted to test the hypothesis that Ss from disadvantaged homes have poorly developed "abstract" thinking skills and that their thought can be characterized as more "concrete" or relational. Four forms of a problem-solving inventory were developed which differed in mode of presentation. The original form consisted of real-life…

This paper describes two experiments in which children in grades 1, 3, and 5 were given three kinds of spatial perspective-taking problems to solve as quickly as they could: (1) C problems, solvable only by computation (that is, noting which features of a particular object array were closest to another observer in order to estimate how the array…

Experiments are reported in which semantically interrelating sentences were presented to subjects as discrete items, and inference tests were given to measure the degree to which the similar information had been stored in the same memory system. Results suggest that verbal information is sometimes encoded into an episodic system. (Author/RM)

Distortions in judgments of relative geographical relations were observed, particularly when the locations were in different geographical or political units. Subjects distorted the judged relation to conform with the relation of the superordinate political unit. A model for the hierachical storage of spatial information is presented. (Author/RD)

Investigates whether the formal schemata and propositional logic are acquired gradually across age during adolescence, in agreement with Piaget's logical analysis of the structure of formal thought, or acquired in wholesale spurts, thus disagreeing with Piaget's theory. (GA)

The impact of language (especially written language) on the acquisition of knowledge and skills in children is discussed. (MJB)

Tests indicate that females have innately less ability to perceive spatial relationships than males, but that proper training can improve spatial performance and reduce this natural disparity. (JD)

Presentation of a "natural experiment" problem situation to fourth, sixth, and eighth graders and college students revealed that not until adolescence could subjects isolate alternative or additive causes in a multivariable situation. (JMB)

Holds that ethical inquiry, as a "craft," causes students in this area to be "apprentices," and the classroom a "community of inquiry" wherein the tools, methods, practices, and procedures of the craft are imparted. States that the generic procedures of reasoning, necessary for moral reasoning, should be taught within…

Addresses the question: If an intellectual change is truly fundamental, how can it be socially comprehensible? Claims that the question is particularly pressing in the case of Darwin's "Origin." Argues that the answer lies in an understanding of how scientific revolutions depend on continuity with an existent cultural grammar. (JD)

Shows that sixth-grade students did not use as much oral language for forecasting and reasoning as did third-grade students or students in kindergarten when their language was recorded under similar conditions. Suggests that perhaps the very process of schooling inhibits students' need to think creatively and to reason. (FL)