The theories of Karl Popper, Imre Lakatos, and Jean Piaget are examined in an attempt to find answers to some long-standing, critical problems in mathematics education. (MK)

Questions how cognitive ability and aptitude of graduating high school students taking science courses compare to students in other programs. Explores a related question concerning the extent to which different Piagetian schemes are related to instructional patterns. Results show that students operating at higher cognitive levels take more science…

Discusses the cognitive developmental approach in moral education and describes a program in the Cluster School in Cambridge, Massachusetts. The authors challenge counselors (as consultants) to become deliberately involved in the values and moral growth of students. (Author/CC)

Argues that the teaching of initial reading should focus upon the beginning reader rather than on teaching procedures and that factors in the individual child such as motivation, experience, oral language, cognitive development, and pace of learning should be considered. (FL)

Conservation forms were presented to 24 day- and 16 residential-school deaf students (ages 7 to 19) and 36 normally hearing control Ss (4 to 16), using conventional Piagetian instructions and attribute specific instructions. It was found that deafness does not apparently account for conservation differences found between deaf and normally hearing…

A study involving 65 children from 5.6 to 9.5 years of age suggested that the average child's ability to differentiate spoken words from other units of speech improves with age and that significant relationships exist between children's knowledge of spoken words and their reading achievement. (GT)

Changes in the performance levels of 41 elementary school-aged girls on Euclidean geometric operations tasks were related to changes in forms of their drawings of two anticipated rotation movements. Operatory and imagery performance were measured in three sessions over a 3-year period. (JMB)

Although cognitive developmentalists explain moral stage progression in part by experiences of disequilibrium (cognitive disorganization, confusion, an anxious search for order), relevant data collected from 75 college students indicate that there is no difference in reported disequilibrium between those in moral transition and those not in moral…

Investigates the influence of logical skills (inclusion and seriation) on the degree and kind of semantic integration performed on remembered material among 47 third- and fourth-grade boys and girls and college students. (JMB)

Reviews theories of cognitive development to show that most basic writers are operating below the true-concept formation stage and have difficulty in "decentering"; suggests writing assignments based on inference-drawing to remedy the situation. (DD)

Reconceptualizes Kohlberg's theory and research on moral stages in the light of recent criticisms. A proposed revision describes moral development in adulthood as existential rather than Piagetian and restricts moral judgment in the standard stage sense to childhood and adolescence. (Author/SS)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Discusses the "neo-Piagetian" concepts of Juan Pascual-Leone which are present in Piaget's theory. The concepts presented are the repertoire of schemes, mental processing capacity, and field dependence-independence. (Author/SA)

The article reports results from field research on training exceptional children in methods of behavioral self-control--an effort that has developed from interest in the generalization and maintenance of behavior and from concerns raised by educational "humanists". (SBH)