Research was reviewed to show the changing educational psychology and theories of special education from ancient times to the present, with emphasis on development of theories relating to special education after World War II. (CB)

Task performance experiments concerning properties of mathematical groups with 10 and 11 year-old children are discussed including transfer effects, effects of structural relations, individual differences, and memory (both short and long term). (JG)

The author recommends nonrestrictive questioning as one technique of provoking thought. (Author/JB)

Attempts to determine the age at which the concept of middleness," or intermediately positioned object, emerges and is functional. (MB)

Reports two studies. The first study compared adults and children (aged four, six, and eight) on ability to sort paintings according to artist, a conceptual task that can reveal cognitive organization. The second study compared three groups of eight- to nine-year-olds using slightly different procedures. The results showed strong developmental…

The educational adage "Teach each child from where he is calls for a greater understanding than now exists of the nonstandard English speaking child's language and cognitive style. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Reports research which reveals the difficulty children have in understanding (1) the real purpose of written language and (2) the abstract, technical vocabulary of language study and reading. (SW)

Highlights four years of experience at a day care center serving 80 children, between three and six years of age, on Manhattan's West Side. Center uses small groups as a modality for improving learning. (Authors/JM)

A preprint from a May 1971 pamphlet of the National Conference on Research in English. (Author)