In order to ensure the effectiveness of instruction on a new topic, teachers must help students recall prior "prerequisite" learning. The type of learning to be recalled varies with the type of learning outcome expected. (RJG)

Higher education is described as a name for the highest formation of soul and mind, and the highest goal of education is "wisdom." Practical wisdom and theoretical wisdom are seen as exemplified at their peak in the comprehension of the genuine statesman and the genuine philosopher. (MLW)

A general education program should impart: knowledge of the testing and generation of information, the distinction between findings and explanations of findings (which change over the course of time), and the ability to recognize that a "best" explanation for a phenomenon can exist among a multiplicity of explanations. (RJG)

Discussed are the problems of teaching and learning fractions in the upper primary and lower secondary schools. Recommendations for teaching fractions are made and defects in various methods of fraction instruction are identified. It is suggested that fractions not be taught in upper primary and lower secondary schools. (Author/DS)

Ten objects were used to assess comprehension, production, and imitation of comparative and superlative suffixes in 100 children ranging in age from two years, six months, to four years, six months. (Author/AM)

The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)

The goal of the study is to describe the development and validation of a cognitive development test. The test fulfills the criteria of (1) logical equivalence of test items and the mental logic of Piagetian tasks; (2) reliability and validity of the group measure; and (3) efficient, objective assessment. (RE)

Explores the nature and uses of human understanding by focusing on three points of emphasis: characterizing the meaning of human understanding as a function of being human, reviewing the consequences of inhumanity, and proposing a process for human understanding through multicultural consciousness. (CM)

Relates physical education of young children to development of the children's motor capacities and suggests how certain types of physical education can be used to stimulate physical and mental development. Most examples are taken from research undertaken in the U.S.S.R. (DB)

Reviews research on intellectual, emotional, and social development of children in day care. (RH)

Substantiates Piaget's stage theory of moral development, suggesting that, within the retarded population, level of intellectual ability is significantly related to moral judgment. (RL)

Skills development in reading should be balanced with reading, listening, and talking activities which focus on content and themes, so that reading comprehension is also developed. (SJL)

The predictive effectiveness of intelligence tests and learning tasks was examined for Black and White subjects. Results indicated the IQ was a more reliable predictor for the White subjects than for the Blacks, and for the Black group, certain learning tasks were more effective than IQ as predictors. (Author)

Discusses the "neo-Piagetian" concepts of Juan Pascual-Leone which are present in Piaget's theory. The concepts presented are the repertoire of schemes, mental processing capacity, and field dependence-independence. (Author/SA)

The findings of Piaget suggest that learning physics can help people achieve a series of four distinct but overlapping stages of intellectual growth as they search for patterns and relationships. (MLH)