Reviews how emphasis on thought and feeling, cognition and affect have been balanced in early childhood education at various periods in the last half century. (Author/MP)

The article describes some of the self-concept needs of gifted Black students and presents a model for helping Black secondary students develop positive self-concepts. (CL)

Discusses how biology teachers can design or adapt existing laboratory and field experiences to promote reflective thinking and self-regulation of students. (HM)

Reports on several syntactic studies and suggests that switches by mode in writing strategy may be developmentally beneficial. (DD)

Describes the writing program which might emerge if several recognized American writers were asked to identify childhood experiences which influenced their development. (DD)

This study attempted to identify the factors of intelligence associated with the solution of a Piagetian task. Liquid conservation and 18 psychometric tests which included subtests from the WISC, ITPA, Raven Matrices, Primary Mental Abilities, and others were administered to 133 first- and second-grade boys and girls. (MS)

Kindergarteners and second-graders were shown pairs of pictures, one picture at a time, and asked to name each picture as rapidly and as accurately as possible. Pictures pairs were of four types which reflected the factorial combination of associative relatedness (high and low) with categorial relatedness (high and low). (SB)

Emphasizes the oral aspect of language and the writing skills children gain from hearing literature read aloud. (SB)

Investigated whether or not spatial relational concepts could be taught to preschool children. Specifically examined the relative effectiveness of movement-oriented vs. verbal visual-oriented spatial training programs. (Author/SB)

A total of eighty 9-month-old infants were presented with a problem consisting of several different conditions which separated response, position on a table, and absolute spatial position as factors leading to errors in search for hidden objects. (MS)

The major results partially confirm the hypothesis of a reciprocal relationship between the experience of learning to read and the cognitive-linguistic skills which undergo development between the ages of five and seven. (RC)

A sample of 108 eight-grade students using Intermediate Science Curriculum Study (ISCS) were tested with four Piagetian tasks: two tasks were related to ISCS concepts, two were not. Concludes that no students were formal operational, most were concrete operational, and most performed better on the non-ISCS related tasks. (MLH)

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)

Approximately 200 children, age 5-11, from three different regions in Southern England were interviewed about their understanding of social events: school, store, money, payment, the community and government, some specific jobs and acquisition of a role. (MS)