Describes two research projects based on QUEST and proposes an information handling model. Design, interrogation, and evaluation of data files are discussed relative to restraints imposed by child's developmental stage and nature of software employed. Implications of computer-related information handling for curriculum design and children's…

Tested the hypothesis that young children's tendency to draw horizontal or vertical objects perpendicularly to an oblique surface reflects their preference for perpendicular drawings as conceptually correct depictions. (Author/RH)

The difference between Homer Lane's and A. S. Neill's progressive approach and R. S. Peter's traditional approach to moral education is examined. For Lane and Neill the sources of morality are in positive feeling upon which a rational moral principle is superimposed; for Peters altruistic sentiment is directed by intellect and understanding. (RM)

The speed and accuracy of skilled and less skilled first-grade readers were assessed in the fall and spring. Children read random lists of words and coherent paragraphs. Poor decoding skills, rather than an inability to use content to facilitate word recognition, caused the poor performance of less skilled readers. (Author/BS)

This study of students (grades 1-12) concluded that the relationship between social-cognitive ability and the communication skill of comforting is contingent on age. (Comforting strategies are those messages having the intended function of alleviating, moderating, or salving the distressed emotional states of others.) (PD)

Emergent reading attempts of 24 children at the beginning of their kindergarten year are content analyzed in light of theoretical considerations about general and language development. In addition, the reading attempts of two-, three-, and four-year olds are examined. Comparison of data reveal a developmental progress across age-levels. (HOD)

Cites authorities in the fields of early childhood education and literacy acquisition to show the need to change the way in which children learn to read and write. (FL)

Examines the use of reference by kindergartners and second graders in told, dictated, and written texts. Explains findings in terms of increasing precision in the use of anaphoric and situational reference by mode. (HOD)

Presents an overview of a developmental structuralist model based on integration of psychoanalytic and Piagetian developmental psychology. Includes discussion of patterns and insights from a clinical-descriptive intervention study of multirisk families and suggests lines for future research. (RH)

Results of this study confirm discrimination of the intensive time-series design and indicate that it can be used to distinguish differences in learning (comprehension and knowledge) between eighth-grade earth science students (N=95) having formal cognitive tendencies and those having concrete cognitive tendencies. (JN)

Examined the relationship between stages of ethical orientation and moral reasoning for 63 counselors at four levels of training and explores the relationship between ethical orientation and contributions to professional and social action organizations. Findings indicated that ethical orientation is significantly associated with moral reasoning,…

Concludes that an age change in the differential retention of relevant and irrelevant information, when questions are known beforehand, is not necessarily contingent upon a similar age change in attention allocation, as measured by the recorded viewing time. (FL)

It is important to understand the biological, psychological, and social pressures facing modern adolescents in order to use art education as a uniting force in the evolution of education. These pressures are discussed and the role of art as a catalyst in adolescents' total education is examined. (IS)

By restructuring the sequence in which American history is taught so that classes proceed from the present to the past, secondary students in the Backward History Project have learned history more effectively and have been more interested and involved than in standard classes. The philosophy underlying this change is discussed. (IS)

In two experiments, first and fourth grade subjects performed a speeded card sorting task with either integral or nonintegral dimensions. The dimensions were arranged so that subjects sorted on three types of task: (1) single dimension, (2) correlated dimensions, and (3) orthogonal dimensions. (Author/MS)