Reviews two models of thinking and intellectual development: Scandura's deterministic model of structuralistic learning, and a generalization of Rasch's probabilistic latent trait model. Models are compared by means of two experiments with balance scale tasks. (RH)

Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

Five career education curricula were examined to determine the cognitive content for mildly retarded students and to identify levels of achievement as measured by performance of 295 retarded students on selected test items in the cognitive domain of career education. (Author/CL)

In order to test the hypothesis that the ability to form verbal concepts would increase with age, a test for verbal concept formation was developed and administered to 668 children between the ages of 4 and 9. By varying sentences that describe nonsense figures, 4 variables were systematically explored. (MS)

Eighty first and third graders were presented one of two brief videotaped social interactional episodes. Half viewed an unambiguous tape in which affective response was congruent with situational context; the other half viewed an ambiguous tape in which nonverbal affective response was incongruent with situational context. (MS)

Three experiments evaluated color specificity knowledge and related semantic effects on recognition memory. (Author/SB)

The findings of Piaget suggest that learning physics can help people achieve a series of four distinct but overlapping stages of intellectual growth as they search for patterns and relationships. (MLH)

This investigation assessed the psychological effects of an experimentally conducted day care program on Chinese and Caucasian children from 3.5 to 29 months. Data from the last two assessments, at 20 and 29 months, revealed little difference between the day care and home control children in cognitive functioning, language, attachment, separation…

Briefly reviews Piagetian theory of cognitive development and discusses how this theory supports such instructional strategies as individualized activities, inquiry learning, and problem solving. (MLH)

This article provides social studies teachers with practical strategies for improving the student's ability to perceive the organizational structure of social studies materials. Sample activities are included. (Author/JR)

An experiment is reported on the effects of a moral education program based on cognitive-developmental theory, at the high school level. Students were pre-tested and post-tested on Kohlberg's Moral Judgment Scale. (Editor)

Sixty-six elementary education upperclassmen were tested to determine their Piagetian stage of intellectual development. Results indicated 26 percent were very formal, 52 percent formal, 15 percent transitional, and 8 percent concrete. (SL)

Describes research investigation emotional development in children of depressed mothers, of "super-rich" parents, and in families with occurrances of father-daughter incest. (SL)

While the term "learning disability" awaits clarification, the authors have mounted an interdisciplinary effort to identify and treat children who suffer the immature development syndromes that trigger underachievement in educational tasks. Describes "vulnerable" children, who were studied by the Learning Disorders Unit of New York University…