Reviewed in the paper are theories and concepts about intelligence, and proposed is a theory set forth in stimulus-response terminology. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

Subjects in grades 4 through 12 were asked to respond to the question "Who am I?" Their responses were analyzed for self-conceptions by means of a 30-category scoring system. Results were in agreement with Werner's notion that cognitive development proceeds from a concrete to an abstract mode of representation. (Author/JMB)

It was hypothesized that Piaget's argument on behalf of the reorganization of cognitive processes would gain empirical support from a color/form, matching similar objects problem for 52 6-year-olds from a variety of socioeconomic backgrounds. (Author/MS)

A series of three experiments was conducted to verify the hypothesis that age differences in paired-associate learning proficiency across adolescence stem from the development of increasing eleaborative propensity. (Author/JMB)

In this, the third article in a series on the author's teaching methods, the teaching of fractions is described. The author examines the types of errors which children commonly make. (SD)

Cites efforts to relate macro-level research (studies examining science achievement as related to the economic development of a nation), intermediate-level research (e.g., achievement as related to institutional variables), and micro-level research (cognitive development, etc.) to determine a science of teaching science. (CP)

This article analyzes the potential conflict between student evaluations of teaching and higher-level cognitive outputs by reexamining data in existing studies and utilizing rationalistic models of human behavior. The author finds that students favor professors who emphasize lower level cognitive material. (Author/JR)

Males (N = 170) aged 24 to 91 years were measured on daydreaming and related mental activity. An earlier derived factor of "Neurotic-Anxious Absorption in Daydreaming" was found in this sample and had a negative correlation with chronological age, suggesting a decrease with increasing age. (Author)

This study used a set of Piagetian tasks to examine the sensorimotor skills of 40 profoundly retarded institutionalized children ranging in age from 8 to 14 years. (JMB)

A series of stimuli designed to assess the dependence of children's cardinal number judgments on relative length and relative density cues was administered to 4- and 6-year-old children. (SB)

A total of 180 6-, 8-, and 10-year-old children participated in tasks employing an object array in which the views from the experimental positions were objectively of equal difficulty. (SB)

First-, third-, fifth-, and sixth-grade children were administered 20 relational reasoning problems in which they had to deduce the possible sizes of one item relative to two others on the basis of a visual comparison and a written clue. Dramatic differences were observed between fifth- and sixth-grade children. Corrective feedback improved…

The hypothesis that differences in definitions of perceived internality in Piagetian and locus of control viewpoints account for paradoxical findings was tested empirically using two independent samples of children. Results suggest that perceived internality depends on the aspects of means-ends beliefs on which one focuses.

Study examines the Slaby and Frey (1975) gender-constancy interview, which has been widely used in tests of the cognitive-developmental account. Sixty children, aged between 42 and 54 months, were given the interview either in the traditional order or in a reversed order. Order effects were found. Methodological issues are discussed. (Author/BN)

This article covers both the life and the work of Alexander Luria, the Soviet psychologist, and constitutes a comprehensive introduction to the subject. A substantial bibliography of Luria's publications in English is included in the article. (CT)