Students' preferences changed from applied to theoretical aspects of physics, and from recall of facts to identification of fundamental principles during two years of study of the Physical Science Study Committee in Australian High Schools. (AL)

Study concerned with the mechanisms in terms of which the developmental transformation from one cognitive structure to another occurs. (Author)

An abstract of a study done during doctoral work (Temple University, Philadelphia, Pennsylvania). (RJ)

The Little Jiffy" consists of principal components analysis and varimax rotation of all components with eigenvalues greater than one. (DG)

A computerized system of determining learning methods individualizes education for students. (Editor)

The research on cognitive style suggests that there is tremendous variability in the way in which individuals process information and hence in the manner in which they approach individualized instructional programs. (Author)

Studies the effects of mothers' presence and absence on two infants from birth to two years. (AJ)

Author explains the child's egocentrism" (physical, intellectual, linguistic, and social) and suggests that adults adopt a policy of intelligent neglect." (Author/SP)

Suggests a 5-stage sequence of development from a total lack of recognition of the need for secrecy and deceptiveness in the first stage to the fifth stage in which the child was competitive and attempted to outwit the opponent by utilizing an irregular shifting strategy. (Author/WY)

A review of Child Language: A Book of Readings" (Prentice-Hall), an anthology edited by Aaron Bar-Adon and Werner F. Leopold. (RY)

Students who viewed demonstrations or manipulated apparatus understood the relational concepts (of the form a/b = a'/b') of speed, force, and work better than a control group, but did not differ significantly from each other. (AL)

Piaget's theory of developmental stages was implemented in an elementary school curriculum. Some successful learning experiences are described. (CP)

Understanding the differences in values that differing cultures attach to play may help educators (1) to clarify the role of spontaneous play, (2) to recognize the limitations of competitive play, (3) to better balance directed and spontaneous play, and (4) to view play as absorbed, joyful, educative activity. (Author/AJ)