Research supported in part by grants 1484-S and 198-T from U.S. Rehabilitation Services Administration.

THE OBJECTIVE WAS TO TEST TWO HYPOTHESES--(1) DAY CLASS TRAINING WOULD PRODUCE DESIRABLE CHANGES IN THE BEHAVIOR OF THE TRAINABLE MENTALLY RETARDED CHILDREN OVER AND ABOVE THOSE WHICH RESULT WHEN THE CHILD REMAINS AT HOME AND HAS NO TRAINING IN A SCHOOL SETTING, AND (2) SCHOOL PLACEMENT OF SUCH CHILDREN WOULD PRODUCE DESIRABLE CHANGES IN THE HOME…

THE NATURE OF COMPREHENSION IS DEFINED AND CLARIFIED. THE LITERATURE IS SURVEYED TO SHOW THAT THE DEVELOPMENT OF CONCEPTS IS IMPORTANT IN INTELLECTUAL ACTIVITIES. IT IS POINTED OUT THAT CONCEPTS ARE BUILT FROM PERCEPTS, IMAGES, SENSATION, AND MEMORIES, AND THAT THE STEPS WHICH ARE EMPLOYED AS CONCEPTS ARE BUILT AND REFINED AND INCLUDE PERCEIVING,…

IN IDENTIFYING THE GIFTED CHILD, THE TEACHER SHOULD BE ALERT AS TO WHETHER THE CHILD LEARNS EASILY AND RAPIDLY. OTHER FACTORS THAT CAN BE USED TO IDENTIFY THE GIFTED ARE A LARGE AMOUNT OF ENERGY AND A LARGE VOCABULARY. ALSO IMPORTANT ARE THE CHILD'S UNUSUAL POWER OF OBSERVATION, INTELLECTUAL CURIOSITY, UNUSAL POWER OF CONCENTRATION, AND CREATIVE…

THIS PAPER PRESENTS A RATIONALE FOR CURRICULUM DEVELOPMENT IN THE PRE-SCHOOL YEARS AND OUTLINES A METHODOLOGY FOR CURRICULUM DESIGN IN GENERAL. AN EXTENSIVE APPLICATION OF THIS METHOD TO THE DESIGN OF AN EARLY LEARNING CURRICULUM WILL BE UNDERTAKEN OVER THE NEXT FIVE YEARS BY THE PRIMARY EDUCATION PROJECT. THE PROJECT AIMS TO DESIGN AND IMPLEMENT…

The intellectual development of students as defined by Piagetian theory is discussed with the implications that the theory and recent research results may have for teaching science. Recommended is conducting small, carefully planned investigations that will lead to a better understanding of: (1) what concepts cause problems and why; (2) what…

This study explored whether or not there was an increase in understanding from one literary genre to another, whether or not this growth was apparent from one grade level to another, and whether the growth followed Northrop Frye's suggestion of order: romance, comedy, tragedy, and satire. The high school subjects were asked to read "Merchant of…

It was the purpose of this investigation to examine intellectual commitment as an outcome of commonly occurring interests and circumstances, and to attempt to understand some of the circumstances and conditions influencing the development of intellectual commitment. For the purposes of this study, intellectual commitment is defined as an intense…

This study attempted to determine: (1) whether lower-order units (agent or agent-action) within the agent-action-recipient relationship exist in any functional way in the 1-word infant's comprehension of speech; and (2) whether the use of repetition and/or reduced length (common modifications in adult-to-infant speech) used to focus on these…

It is argued that external validity across situations and life stages cannot be obtained for any single measure of intellectual ability. Presented at 84th Annual Meeting of the American Psychological Association, Washington, 1976. (Author/PD)

Based on a paper given at a meeting of the Mental Deficiency Section of the Royal College of Psychiatrists in June, 1977, the article discusses the effects of lead exposure on the behavior and intellectual development of young children. (Author)

The article shows how Piagetian developmental theory relates to curriculum development. Some of the implications reflect on: analyzing curriculum content in the light of intellectual skills available to the children; training teachers in the skill of judging levels of development and understanding through observed child behavior--the clinical…

Three-, four- and five-year-old children were presented an array of metamemory tasks designed to test their understanding of variables which affect the difficulty of memory performance. (JMB)

A study was undertaken to determine the Piagetian stages of intellectual development of a group of Saskatchewan high school students. Results confirmed that the percentage of students at the final substage of formal thought was less than 50 percent, indicating serious problems. (JC)