Studies published in the 1960's and 1970's are reviewed. (CB)

Emphasizes the importance of spontaneous play for growth in cognition and social values. The author specifically discusses finger painting, water, blocks and dramatic play. (AJ)

Shows that, contrary to Piagetian Theory, formal thought in a variety of subject matters is not possible until sufficient requisite concrete background experience in each content area involved has been attained. (MH)

The relation between sex of child, parental educational level, and performance on three different types of cognitive tasks was investigated among 48 2-year-old children. Results confirmed the expectation that parental education would be positively related to superior performance on all of the tasks for girls but unrelated for boys. (Author/WY)

Language is shown to be an inappropriate tool for developing a child's mind, based on a Piaget-derived theory of intelligence in which thinking is not primarily language-based. Implications for teachers of normal and deaf students in terms of classroom activities to develop students' thought processes are considered. (KW)

Information obtained in this study involving 72 girls (6-, 9-, and 12-year-olds) documents the facilitating effect of forced verbalization at three age levels. (Author/WY)

Analyzes the interrelationship of concepts, cognitive patterns, and linguistic patterns with the several operations of the reading act as these relate to the environmental background of the students and challenges researchers and teachers to consider reading as an interrelated rather than as a segmented skill process. Bibliography. (MD)