Analyzed are the processes of classification and seriation which form the child's ability to reason, based upon the results of eight years of experimental work with over 2000 children. The authors have found that there is a very close relation between the development of logical actions and that of sub-logical operations and actions. The fact that…

The purposes of this study were to investigate adolescent intellectual decline, and to attempt to determine some of the sexual differences possibly inherent in the phenomenon. It was hypothesized that (1) girls would decline in greater numbers and to a greater degree than boys; and (2) areas and amounts of sex differences of the decliners would…

The study investigated preferences shown by 25 preschool children regarding the handier toy, the smaller toy, the more probable toy, the animate noun, and the first-mentioned noun as agent in interpreting semantically reversible sentences prior to adult performance. (Author/SBH)

The article suggests ways in which common aspects of theories of creativity can be understood within a framework of Piagetian constructivism. It argues that creativity has been too narrowly defined. Creative constructive abilities are available to all people interacting with their social environments and stem from natural intellectual processes.…

Educators often cause children to behave as though they understand something they don't, denigrating their own questions and conceptions. In an attempt to increase their self-esteem, educators often turn children's attention inward and cause them to be self-absorbed. (MT)

Investigates relationships between family structure variables and 17 measures describing children's intellectual, psychosocial, and physical growth. Subjects were a 10 percent random sample of a Danish cohort consisting of children born in a Copenhagen hospital between September 1959 and December 1961; 857 subjects were followed to age 19.…

A comparison of the theories of Jean Piaget and William Perry (using individual interviews with college students) shows that the two theories outline different and independent processes for assessing intellectual development. (JN)

Suggests an upward extension of Piaget's theory through dialectic operations because the current theory fails to represent adequately the thought and emotions of mature and creative persons. (CS)

Discussed is a taxonomy of intellectual abilities, the structure of intellect model, which presents a multivariate view of intelligence having both operational and informational dimensions. (GW)

Author gives attention to the aspect of Newman's thought which holds that a liberal education is concerned not so much with gaining knowledge as with an active intellectual involvement with it. (Author/MB)

A review of Forms of Intellectual and Ethical Development in the College Years (Holt, Rinehart and Winston, New York, 1970) by William G. Perry, Jr. (DB)

The student is the most important person on campus. Teachers are second in importance, and any other person on campus should be called "facilitator, or one who facilitates the teaching-learning process. (WM)