This research compares the effectiveness in fostering the development of concept formation skills, of exposure for periods ranging from three to six years to two different methods of teaching mathematics to primary school children, one method (Z. P. Dienes) of the general "discovery" type, the other (H. Fletcher) of the…

A reply to a critique of Pascual-Leone's model of children's information processing capacity. (BD)

Thirty undergraduate students discussed a moral issue with a confederate who held either the same or the opposing opinion. Subjects in the controversy condition indicated more accurate understanding of the confederate's reasoning than their counterparts; however, noncontroversy subjects erroneously believed they understood the confederate's…

The relationship between knowledge and effective and autonomous thoughts and actions is explored with special regard to implications for educational curriculums and teaching. An educational program that concentrates on rationality without reference to creative autonomy, it is stressed, will impoverish the thinking process. (DS)

Discusses mathematical retardation as a construct and examines the possible contributions of emotional factors, socioeconomic factors, poor teaching, cognitive factors, and sex difference to low achievement in mathematics. (JB)

Reviews ideas and knowledge concerning the development of a cognitive understanding of the social world from preadolescence through adolescence. Analyzes the relationship between social cognition and peer and family relations. (BD)

Fourteen fathers were observed with their children in unstructured and semistructured situations at home. Mothers and children were also observed, with and without fathers. Observations were made when the children were 15, 20, and 30 months old and assessments of the children's intellectual competence were also made at these ages. (Author/JMB)

Investigates the effectiveness of two conflict-producing procedures: (1) Peer interaction and conflict training; and (2) Teacher conflict training in promoting the development of logical thinking of fifth-graders as measured by the acquisition of conservation of area. (HM)

Reports a study to determine if the formal capabilities of 81 elementary education preservice teachers would be enhoused from problem solving instruction with manipulative feedback or with pictorial feedback. Results indicate the manipulative mode was clearly superior in student attitudinal responses and achievement. (SL)

Examines the attainment of Piagetian topological concepts in 100 kindergarten to second graders. Findings reveal a hierarchial pattern of attainment, but one that differs from Piaget's research. Significant differences are found for task performance and grade level but not for task performance and gender. (CP)

The author examines nuance of meaning, polysemy, and ambiguity as three aspects of language development. He notes that children have a natural talent for learning about language. The goal of language instruction should therefore be to strengthen children's intuitive knowledge by providing opportunities for inductive learning. (Author)

Investigates the learning abilities of infants, how handicapped children learn, and what types of programs can be used to help handicapped children to learn. (RK)

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

Summarizes the National Assessment of Educational Progress (NAEP) study that, among other things, profiles the cognitive abilities of 17-year-olds. The editorial ends by asking how chemistry teachers can make use of this information to improve their effectiveness in teaching to the present type of student. (MR) Aspect of National Assessment (NAEP)…

Data gathered from three Papua New Guinea samples on a range of tasks derived from the theoretical positions of Piaget and Bruner were analyzed at the level of individual language/culture groups. (Editor)