Research designed to determine whether the phenomena observed by Piaget were task specific was performed. The results did not confirm Piaget's notion that topological concepts develop prior to the concepts of Euclidean geometry. (SD)

Two children were observed for half a year and specific topics were examined in child communication: how much information is transmitted through various channels of verbal and nonverbal communication? Is specific information transmitted through specific channels? Can relationships between the channels be expressed through some type of formula?…

In the experiment discussed, three modes of presenting materials to second grade students were compared. Data analysis showed that the abstract mode was less successful than the others, but there was no clear difference between the manipulative and pictorial modes. (SD)

This article examines and questions the objectives, materials, techniques, and teacher motivations of affective education. (BD)

Introduces biology teachers to the central ideas of Piaget's theory of intellectual development. Also presents a scheme of biology instruction and classroom procedures based on a Piaget-related theory of learning. (PEB)

Preservice teachers observed the performance of primary children (age 8) doing a variety of concrete mathematical tasks. (SD)

When primary children were interviewed to determine their perceptions of embedded triangles, they failed to observe overlapping triangles. Possible explanations for this and other response patterns are discussed, and implications for schooling are explored. (SD)

Forty-four middle and 44 lower SES children were given Piaget's provoked and spontaneous correspondence tests to see: (1) how they made correspondence, (2) if the idea of equivalent sets, once achieved, was retained after objects were regrouped destroying visible equivalence, and (3) if age, sex, and SES differences existed. Results indicated that…

Uses the transposition paradigm to compare the influence of the adjectives "same" and "different" on the test choice of 5- and 9-year-old children. (Author/SDH)

"High level" questions require analytical, synthesizing, and evaluative responses; "low level" questions require acquisition and comprehension of information. Students responding to high level questions showed greater changes in their social attitudes. (JH) questions

Investigated four hypotheses formulated by Jensen with regard to his theory of the relationship between cognitive abilities and socioeconomic status. Preschool children identified in the upper SES level performed with more accuracy on both levels of tasks as defined by Jensen. (Author/SDH)

Compared institutionalized and public school retardates to normal elementary and high school students at several mental age levels on three conservation of weight tasks. (Author/SDH)