Certain generalizations about the educable retarded are presented. The need is for small group instruction and more time for a child to internalize science processes and information. Suggestions are given to help overcome attention span difficulties, problems of recall and difficulties with transfer. (EB)

The study investigated the effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 45 learning disabled children in grades 2, 4, and 6. (Author/PHR)

Motivational factors and unique characteristics of sign language systems are suggested as contributing to the ability of severely dysfunctional nonverbal children to make progress within a manual communication medium. (Author/EJS)

Twelve mute children (4-12 years old), diagnosed as autistic, were studied in order to describe their sensorimotor functioning and to relate their sensorimotor performance to nonverbal communication and cognitive development. (Author/BD)

Presents a rationale as well as practical ideas for using movement education as a basis for fostering self-confidence and integrating other learning activities in young children. (CM)

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)

Investigates classification achievement in Thai and American children as well as children's classification achievement within cultures and across cultures at different age levels. One hundred and twenty American and Thai children from 6 to 11 years of age were randomly selected to participate in this study. (HM)

The common developmental problems of young adults--career focus, sex confidence, clarification of beliefs, and separation from parents--provide themes of interest to young adults. Using these themes and the human tendency to problem solve, specific information can be given to improve personal problem-solving skills without psychological games.…

Pressure for competency based teaching and the need for models of teacher effectiveness for teacher education prompted this research on the influences on cognitive and affective learning. The results indicate that teacher personality is an influence and that during the elementary years the affective domain is more important than the cognitive.…

Describes the factors which led to the development of the three year Human Sciences Program designed by the Biological Sciences Curriculum Study (BSCS) staff for the middle grades. Also presents the major learning and instructional characteristics of the Human Sciences modules. (HM)

Findings of a new observational schedule--Cognitive Verbal Nonverbal Observation System, used in the evaluation of a New York Title I project, CREED III (Cooperative Research Endeavors in Education of the Deaf)--Inservice Teacher Training in Cognition, are presented and compared with findings of other observational schedules in schools for the…

The appropriate age for starting school is discussed in relation to the ideas of Piaget, Hunt, and Moore. (SB)

The inadequacy of available tests for predicting developmental disabilities in low income, minority group children; the necessity for assuring confidentiality and avoiding labeling; and a lack of personnel, facilities and funds all proved to be obstacles to early and periodic screening, diagnosis and treatment. (Author)