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)

Suggests that teachers develop techniques to teach students strategies used by good comprehenders: paraphrasing passages, sifting out meaningful word clusters, searching for supportive examples, and making deductions. (MKM)

Reports that recent research has shown that family socioeconomic status is less a factor in a youngster's IQ score than is the non-economic home environment. (SL)

This article briefly describes Piaget's theory of periods of intellectual growth and the impact his theories have had in teacher training, research, mathematics teaching, textbook development and their use in the British Infant, Junior, and Secondary schools. For journal availability, see SO 506 042. (JK)

Shows a wide variety of task performance ability. Supports the hypothesis that the tasks require the use of the same or a unified set of cognitive processes. (RL)

Four kinds of understanding of mathematics are suggested: instrumental, relational, intuitive, and formal. Each type of understanding is described and illustrated. (MN)