Borrowing freely from Freud, Piaget, and others, this article compares and integrates primary (emotional) and secondary (intellectual) process according to seven distinct but overlapping structures: (1) weight; (2) pathways; (3) time and space; (4) operational dialectic; (5) sources of energy; (6) morality; and (7) historical antecedents. Primary…

Describes children's reactions to chance and probability in a variety of experimental situations, using four different experiments from Piaget's work, to give a clearer picture of how children approach these ideas. (GA)

Advance organizers may fail to promote learning even though they are approximately related to the main learning experience and internally meaningful and logical. If they are to optimize the likelihood that new materials will be readily and properly subsumed, they must also be constructed to conform to the cognitive preparedness and scholastic…

Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

Adolescents were administered classical and practical moral dilemmas. They were asked to judge the actions of others (judgments), and to reach a personal decision and justify what they would do (deliberation). Stage of moral reasoning for deliberation on practical dilemmas was lower than moral judgment on classical dilemmas. (Author/RD)

This article examines and discusses differing levels of accuracy in the communication of feelings provided by teachers in the classroom, and the effect upon development. The findings suggest the need for school personnel to acquire increased skills with regard to interpersonal communications in an effort to maximize student development. (LPG)

Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

It was found, as expected, that the number of subjects giving conservation responses did not reach 50 percent until age 12. Schooling did not seem to be a major factor in accelerating the attainment of concrete operations. Social class and urbanization had an effect on several tasks. (Author/AM)

There are numerous and complex events taking place during brain maturation that provide the biologic underpinnings of learning and behavior. (MM)

This article examines the relationship between learning and divergent production, and describes implications for the development of academic abilities. (Author/AM)

Cites reasons for the formation and continuance of the Intellectual Development Project ( IDP). The impact of IDP research is described. (CP)

Goals discussed for developing education into an effective applied science include working toward intellectual standards similar to those in other successful applied sciences, teaching higher level cognitive skills, improving educational delivery through exploitation of current technological means, and striving for the excellence and…

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

Reports on an investigation designed to study the ability of 11 to 17 year old students to control variables when presented with science problem situations in three types of question formats (free response, multiple choice, screen question). (HM)

Frequent informal interactions between faculty and students are positively related to the students' academic performance and self-perceived personal growth. (ED)