Examines the long-term effects of cognitive modification and informed teachers on communication apprehension among fourth-, fifth-, and sixth-grade students. Results indicate that the treatment had lost its effect two months after termination for the majority of students. Informed teachers had no effect on the children's communication…

Presented is an analysis of the back-to-basics movement and four areas of pedagogical concern that are fundamental to both basic education and environmental education: environmental science, inquiry, cognitive development, and bioethical development. (WB)

The thought processes of 507 elementary, secondary, and university students engaged in problem-solving situations are examined in this study. Results indicated that pupils who got correct answers often showed incorrect reasoning justifications. No significant sex differences were indicated. (MP)

If the beginning spellers are allowed to experiment, their ability will begin to evolve and refine as did their patterns of spoken language. Stages of spelling development and their parallels in oral language development are described and tips on how to foster spelling development are given. (JN)

The decline of the liberal arts, as signaled by declining enrollments, fewer majors, and the ascendency of preprofessional education, is discussed. Business is seen to be retraining students in logical thinking, the principles of cause and effect, human communication, reading, and writing--all traditional liberal arts objectives. (MLW)

Factor analysis of correlations among the measures of recall clustering, free sorting, and recognition errors revealed significant convergent validity for consistent use of a semantic perceptual organization strategy in the three tasks. Ten-year-old, adult, and elderly adult subjects relied on a semantic strategy; four- and six-year-olds encoded…

The study compared the cognitive, affective, and perceptual role taking skills of 38 learning disabled (LD) children (ages 5 to 8) with those of a control group of normal children. Ss were administered three role taking tasks which measured their skills in each of the domains. The results demonstrated a role taking deficit in the LD children.…

Investigated (1) whether young children can extract a story's main idea, (2) how much they can recall from stories, (3) whether their recall is related to the main theme, (4) whether recall occurs in logical sequence, and (5) from which part of a story more ideas are remembered. (Author/DB)

One hundred thirty-six 5-to-10-year-old Israeli children were given three black and white photographs of a highway, a column of identical tanks, and a row of elephants, and were asked some questions on each one of the photographs in order to elicit responses of three-dimensional perception. (CM)

Models of conceptual and language development by Orwell, Piaget, Whorf and Sapir, Vygotsky, and Bruner are reviewed. Their implications for teaching and some individual problem-solving experiments are discussed. (CP)

Reviews research and current knowledge regarding infant auditory and visual perception and concludes that from a very early age, infants are able to perceive the world around them and organize their perceptual experience. Outlines areas for future research and application. (GC)

A self-administered assertiveness training program trained refusal of unreasonable requests from strangers and close relationships. Comparison with a placebo program indicated the assertiveness program produced superior effectiveness of assertion, content of assertion, verbalization of assertion-related obligations, persistent assertive…

To obtain information on the potential benefits of integration, the study investigated the nature and extent of social interactions among 37 mildly, moderately, severely, and nonhandicapped preschool children at different developmental levels. (Author)

Findings support the effectiveness of an integration of cognitive and behavioral procedures for developing self-control in children and suggest the relative superiority of the conceptual approach to cognitive-behavioral treatment. (Author)

Isolates active ingredients of the coping-skills component: sensory discriminative (SD), motivational affective (MA), and cognitive evaluative (CE) skills. Checks on independent variable manipulation reveal that SD skills are learned and employed, MA skills are already known but refined, and CE skills are largely ignored. (Author)