Experiment designed to collect further data related to the type of solution applied to the learning of a multiple-problem (ten) oddity discrimination. (Author)

Discusses a statement on art education by Jean Piaget, who makes some points about the relatively evanescent character of artistic development among children. (Author/RK)

Research supported in part by a Public Health Service grant from the National Institute of Child Health and Development. (VM)

Paper delivered at the 1972 ACTFL/SCOLT Joint Annual Meeting in Atlanta, Georgia, November 25, 1972. (RS)

Paternal nurturance and some of its components were correlated significantly and positively with the children's IQ scores in the retesting, suggesting that these paternal behaviors may foster cognitive development. Indications were also found that other paternal behaviors may affect the intellectual growth of the child. (Author)

In general, this cross-sectional validation study supports Inhelder and Piaget's claims about the development of concepts of volume and density more easily than younger subjects. (Author/WY)

Text of an affidavit in the case, Kennedy v. Detroit Board of Education. Reports on a study which established that prenatal nutrition is directly related to brain size and volume determined at 48 hours of infancy and at eight months of age. Pinpoints the relationship between inadequate nutrition in pregnancy, infant brain size, and intellectual…

Paper deals with two general issues, concerning teacher opinions and grading, that grow out of the increased emphasis on due process in grading. (Author/RK)

Speed and acceleration tasks were administered to children in grades three through six. Piaget's results were replicated. Suggestions concerning the appropriate grade level to introduce different types of motion tasks are made. (AL)

Outerdirectedness has been defined by first author and his colleagues as a style of problem solving characterized by reliance on concrete situational cues rather than by active attempts to deduce abstract relationships. (Authors/MB)

Posits that, by pursuing certain unattainable goals, educators have lost public credibility; and argues that, since schools are for learning useful knowledge, they ought to make their major efforts in the cognitive domain. (Author)

Describes technique used to teach students to think; the teacher is the discussion catalyst rather than the purveyor or arbiter of information," and student response in group discussion increases. (Author/SP)