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Norris, Carole J. – 1976
The theories and practices of Jean Piaget and Maria Montessori are outlined in relation to the teaching of beginning reading. Parallels are drawn between the two authors' views of the nature of intelligence and of motivation, leading to the conclusion that there may be danger of overemphasizing reading at the expense of other areas of the…
Descriptors: Beginning Reading, Educational Theories, Elementary Education, Intellectual Development
Peer reviewed Peer reviewed
Labouvie-Vief, Gisela; Gonda, Judith N. – Journal of Gerontology, 1976
Reduced intellectual performance in the elderly was conceptualized as an experiential dificit that can be reversed by training relevant component skills. Female elderly subjects (N=60) participated in three phases of the experiment: Training, Immediate Posttest, and Delayed Posttest. Training was geared at strengthening covert self-monitoring…
Descriptors: Change Strategies, Cognitive Ability, Intellectual Development, Older Adults
Peer reviewed Peer reviewed
Miscione, John L.; And Others – Child Development, 1978
Descriptors: Cognitive Development, Comprehension, Fundamental Concepts, Intellectual Development
Peer reviewed Peer reviewed
Freehill, Maurice F. – Roeper Review: A Journal on Gifted Children Education, 1978
The article reviews some of the conditions that might counteract decline in the intellectual development of gifted children and adolescents. (DLS)
Descriptors: Family Influence, Gifted, Intellectual Development, Negative Attitudes
Peer reviewed Peer reviewed
Sailor, Dorothy H. – International Journal of Early Childhood, 1978
Descriptors: Early Childhood Education, Educational Research, Foreign Countries, Intellectual Development
Peer reviewed Peer reviewed
Goldstein, David; And Others – Journal of Genetic Psychology, 1978
Reports two experiments to assess the usefulness of an alternative position to the "deficit hypothesis" and the "differences hypothesis," namely, that environmental/situational factors attenuate the performance of lower-class children, but that their competence, while genotypically equivalent to that of middle-class children,…
Descriptors: Cognitive Ability, Environmental Influences, Intellectual Development, Preschool Children
Peer reviewed Peer reviewed
Amberg, John W. – English Journal, 1977
Analyzes the writing the author has done since he first began to write, and traces his writing development. (DD)
Descriptors: Creative Development, Elementary Secondary Education, Intellectual Development, Writing (Composition)
Peer reviewed Peer reviewed
Friedenberg, Lisa; Olson, Gary M. – Child Development, 1977
Administration of a placement task to 66 preschool and grade school children revealed that the concept of higher/lower was understood earlier than above/below, which in turn was understood earlier than rising/falling. Within each pair of terms, the one referring to upness was comprehended earlier. (Author/JMB)
Descriptors: Age Differences, Comprehension, Concept Formation, Early Childhood Education
Peer reviewed Peer reviewed
Tanz, Christine – Journal of Child Language, 1977
A replication and extention of a previous study involved 61 children aged three to five, who were asked to carry out certain instructions. Results indicate that children do observe the distinction between definite and indefinite pronouns as it applies to quantity. (Author/RM)
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition
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Kramer, Pamela E. – Journal of Experimental Child Psychology, 1977
In an investigation of comprehension strategies in young children, children in R. Brown's Stages I, II, and III responded to commands varying in length, grammaticality, and meaning. (SB)
Descriptors: Comprehension, Intellectual Development, Language Acquisition, Language Research
Peer reviewed Peer reviewed
Giroux, Henry A. – Teachers College Record, 1986
A strong conservative current underlies much of what is currently said about authority in schooling. Educational authority should be rooted in the ideal of democratic social transformation, a function it cannot have when conceived of more narrowly in terms of institutional heirarchy and stability. (CB)
Descriptors: Authoritarianism, Educational Philosophy, Intellectual Development, Power Structure
Peer reviewed Peer reviewed
Beineke, John A. – Teacher Education Quarterly, 1985
This article analyzes the findings on critical thinking in six major national reports on the status of education and the subsequent implications for teacher preparation. This information suggests that critical thinking is an essential component of an effective teacher education program. (MT)
Descriptors: Critical Thinking, Educational Change, Elementary Secondary Education, Intellectual Development
Roth, Henry; Nicholson, Charles L. – Diagnostique, 1984
Scores of 20 court-identified and 20 school-identified violent and assaultive youth were compared on the Revised Wechsler Intelligence Scale for Children and the Peabody Individual Achievement Test. The possibility that court-identified violent and assaultive youth have more severe cognitive deficits that contribute to their excessively aggressive…
Descriptors: Aggression, Behavior Disorders, Intellectual Development, Intelligence Quotient
Peer reviewed Peer reviewed
Agassi, Joseph – Interchange, 1985
The myth that genius never shows up in individuals past early adult life results in the dismissal of all who are not geniuses and the view that their activity contributes nothing. If genius needs goading, it needs also patience, tenderness and reassurance in the educational system. (MT)
Descriptors: Creativity, Elementary Secondary Education, Gifted, Humanistic Education
Peer reviewed Peer reviewed
Bohline, David S. – Journal of Learning Disabilities, 1985
A referral population of 108 six- to 11-year-olds was divided into Attention Deficit Disorder (ADD) and non-ADD subgroups and were compared on two intelligence tests and a measure of depression. Though not intellectually distinct, the ADD group was more depressed relative to teacher ratings. The possibility that diagnostic criteria for ADD are…
Descriptors: Affective Behavior, Attention Deficit Disorders, Clinical Diagnosis, Depression (Psychology)
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