This study used the "double easy-to-hard" paradigm to examine the hypothesis that the class inclusion (CI) task should be equivalent in relational complexity to the transitive inference (TI) problem. Participating in the study were 64 girls and 50 boys, with a mean age of 8 years, 6 months. Stimuli for easy versions of the tasks were…

This paper describes a qualitative research that used small group discussion activities centered in biotechnology and genetics controversies as a contribution to the promotion of students' thinking tools. Students' written conclusions and reflections about the activities, teachers' interviews, participant observation of the classes, and their…

Emphasizes that from a practical point of view, it is important that studies with malnourished children emphasize the interactions between nutrition and environment rather than attempt complex, costly experiments which hopefully will assess the contribution of each of the components alone. (Author/JM)

Deals with some of the important relations between mother and environmental factors in their effects on an infant somatic and behavioral development. (Author/JM)

Noting that the curriculum of most schools is too narrow to promote psychological development of pupils, the author proposes a cognitive developmental curriculum in which classes in psychological and moral education could become part of an overall curriculum. (RP)

Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)

Considered the development of perceptual awareness in childhood, when habits of behavior are being formulated and response sets are being established. (Author/RK)

The Nuffield Project curriculum development strategy is discussed. A review is given of the most recent guides which instruct teachers in techniques for evaluating their students' cognitive growth on specific concepts. Within this context theories of development are discussed and the Nuffield Project communication with Piaget is related. (JP)

The physical, social, emotional, and cognitive gains derived from block building are examined in relation to learning needs of the pre-school child. (CS)

This study investigated the relationship between reflectivity-impulsivity and performance on Piagetian tasks with primary-grade children. Findings indicate that performance was best among the more reflective students but that performance of the normally more impulsive students would increase if they were restrained from answering too quickly. (LS)

Examines the hypothesis that first, third, and sixth graders' recall of noun triplets would be facilitated by using (1) related pictures of nouns, (2) training in imagining relations between separate pictures of nouns, and (3) a combination of these two processes. (DP)

Reflective and impulsive children were instructed to hasten or delay their responses on a test of hypothesis-seeking and constraint seeking conceptual strategies. Latency of response data on pretesting, training, and immediate posttests showed that the attempts to hasten or delay responses were successful in changing response latencies. (ST)

In a longitudinal study, third grade children using Science Curriculum Improvement Study (SCIS) materials were compared with comparable non-SCIS children. Data analysis showed SCIS children superior to non-SCIS children. (PS)

To help the reader understand the scope and diversity of the Wisconsin R & D Center's research effort in mathematics, four perspectives are presented: (1) the Center's approach to research, development, and practice; (2) the origins of the current research effort; (3) a description of current research; and (4) a projection for future research. (JP)