The relative effects of chronological age, mental age, IQ or Piagetian task performance were investigated among 143 Ss of high, average, and low IQ. Two kinds of group comparisons were made on fifteen tasks: (1) groups of the same chronological age, but different mental age and IQ, and (2) groups of the same mental age, but different chronological…

In planning educational research, recognition needs to be made of five domains of learning: (1) motor skills, (2) verbal information, (3) intellectual skills, (4) cognitive strategies, and (5) attitudes. In being cognizant of these domains, the researcher is able to distinguish the parts of a content area which are subject to different…

Three major educational goals suggested for the child are: (1) that he learn to balance a concept of himself as both an individual and a group member; (2) that he became competent so that he will feel he can influence the events that affect his life; and (3) that he develop a positive sense of self-esteem. A transactional view of development and…

A course is presented which is designed for development of vocabulary and comprehension, on the assumption that the student is functioning at a minimum of grade four level in reading, has skills required to unlock language codes associated with phonetic structures, and is at a point in reading skill development where concentration can be placed on…

A study was conducted to investigate the predictive validity of parents' ability to attend to their children (ATA) on intelligence and to determine to what extent ATA and social class variables, in combination, can account for the discrepancy in the IQ scores of children of different races. Ss were 700 Head Start children. The criterion variables…

This is the second report on intellectual development of children 6-11 years of age in the noninstitutionalized population of the United States as estimated from the Vocabular and Block Design Subtest data of the Wechsler Intelligence Scale for Children (WISC) obtained in the Health Examination Survey of 1963-65. It contains findings by selected…

Fifty women and 43 men who did little college study in the four years following high school graduation were retested with a multiaptitude precollege battery. Results show that, in the absence of continuing education, the 50 women declined in intellectual growth, while the men grew slightly. The women utilized in the study were employed, for the…

THE PROBLEM OF THIS RESEARCH WAS TO INVESTIGATE THE RELATIONS THAT MIGHT EXIST BETWEEN TEACHER KNOWLEDGE OF AND PRACTICES IN THE DEVELOPMENT OF READING COMPREHENSION. PRELIMINARY TO THE DEVELOPMENT OF SPECIFIC RESEARCH QUESTIONS WERE A SERIES OF GENERAL QUESTIONS GROUPED UNDER THESE MAIN CATEGORIES--(1) TEACHER KNOWLEDGE OF COMPREHENSION THEORY,…

This study attempts to raise and answer the question as to whether lateral specialization of the brain could explain some of the differences in persons at different stages of intellectual development from birth to adulthood according to Piaget's theory of individual development via sequential, qualitatively different stages.…

Discusses the "two cultures debate," initiated in 1959, which emphasized the moral obligation of rich countries to help poor ones, and the need to reform education in order to provide people with a common culture that included scientific literacy. Article examines reactions to the theory in 1959, directions the debate took, and status of the…

The use of a peer tutoring writing program to promote intellectual growth and critical judgment at Brooklyn College is described. The plan makes expository writing the focus of peer influence. Its satisfactory effect on both tutors and tutees and its method of operation are discussed. (LBH)

The author discusses Professor Henry A. Bent's presentation regarding the nature of the difficulty that many college and university students have with arithmetic reasoning involving division. (HM)

Presents a reply to and an analysis of a study which examined the use of logograph research to determine children's cognitive integration ability. The study in question had been based on the present author's previous research. (BD)

Guidelines for new directions and emphases in teacher education that grow out of a concern for teaching people to think critically and creatively for the future are suggested. (JD)

This study describes the development of a common factor model for a cross-lagged difference involving a measure of aural comprehension and an intellectual composite. The direction of the difference was that the Listening Test predicted the composite more accurately than the composite predicted the Listening Test. (Author/CTM)