Outlines four major characteristics of adolescent social-cognitive development. Discusses their affect on the adolescent's ability to understand communication concepts and to deal with the classroom audience and particular types of topics, assignments, or exercises. Draws implications for secondary speech curriculum. (JMF)

The investigation's purpose was to revise E. Hill's test for assessing the development of spatial concepts among visually impaired children, "Concepts Involved in Body Position and Space;" establish the test's validity and reliability; and collect normative data. (Author)

Discusses theories of cognitive development and learning preferences as they relate to culturally different students. Examines the effects of environment and cultural heritage on thought processes and reviews research on the significance of right and left brain dominance to cognitive development and literacy acquisition. (DR)

Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)

Describes a study that investigated the development of pattern recognition and pattern reversal in 20 deaf children aged six through eight and its relation to age of exposure to a gestural symbol system. (Author/DS)

To investigate reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed. Problems of a test used by Lunzer and Dolan are discussed. Results showed that word recognition and reading comprehension at age nine correlate significantly with multiple seriation, independent of IQ. (Editor/SJL)

Reveals a two-factor structure (general retentiveness and memory) in the Wechsler Memory Scale for total male and female samples and for both males and females aged 13 to 39 years and 40 to 59 years but not for males or females aged 60 to 88 years. (Author/RL)

Describes a cross-cultural comparative study of recall memory among children from two Guatemalan towns and one American city. (CM)

Presents a model by which teachers can plan science activities for unmotivated students. The student-centered curriculum is briefly outlined with references and a variety of teaching materials are listed. (SA)

Phenomena are examined to support the conception that cognitive structures continue to reflect the numerous ways of apprehending the world that blend to some degree into each other. (AMH)

A course is described that is designed to encourage exploration, conceptual invention, and expansion of an idea. Results are given that relate to curricular experimentation with chemistry. (SA)

Research shows the close relationship between cognitive development and changes in moral judgments. This relationship explains some of the crises of mid-life career change. (Author)

The traditional concept of work-study programs as a lower-class, menial task, rote-learning program is undemocratic and nonproductive in terms of developmental growth and should be restructured to provide interactional cognitive development and a broad range of career option experience to all students. (MB)

Reexamines Yoruba children from educated and traditional families after five years, finding that those growing up in a privileged environment showed increasingly superior mental scores. (Author/JM)