Reports findings of a study investigating the attitudes of adults over 65 years of age toward children under the age of 11. Questions focused on adults' feelings about, knowledge of, and activities with children. Implications for program development are briefly discussed. (RH)

A questionnaire is described whose aim was to determine students' reactions to individual course topics in terms of: the extent to which they had grasped them; those on which they had spent the most time; those on which they had wished for more help; and their familiarity with them. (Author/MLW)

Maintains that at the basis of any philosophical discussion of the curriculum is the question whether there is any overriding objective toward which schooling should strive. Identifies various qualities which can be inculcated in students to increase wisdom and to contribute to human development. (DB)

Discusses the nature of wisdom and its function in the developmental process and how it differs from cognitive ability. Compares these two constructs with respect to the domains of behavior they represent, the operational tasks used to assess them, and the relationship of logic and time in their development. (Author)

Enumerates the issues which are at the core of the debate over the New Sociology of Education--the nature of the epistemological foundation, the adequacy of phenomenology as a basis for structural analysis, the stratification of knowledge and the power of elites in determining curriculum, and the nature of the political action implied. For journal…

The theories of Skemp regarding two forms of understanding in mathematics, called relational and instrumental, are discussed. (MP)

Summarizes a study in which 83 social studies educators in Virginia were given a 45-item questionnaire to determine differences as to the purpose, method, and content of social studies education. Results indicated general confusion among social studies educators regarding these issues. Implications of these findings are discussed. (Author/DB)

A nonequivalent control group design was used to assess effects of a law-related education (LRE) program on elementary school children's attitudes toward the law. Results indicated that knowledge gained about the law did not necessarily correlate positively with more favorable attitudes toward the law. (Author/DB)

Describes the development of a criterion-referenced instrument for assessing nutrition knowledge of potential nutrition educators. Discusses results which demonstrate that the instrument discriminates between groups of professionals who are trained in nutrition and those who are not. (CS)

Among conclusions were that presence or absence of a special class or program within a school did not appear to influence the principal's attitude toward or knowledge of exceptional children, and principals demonstrated significantly less knowledge than experts regarding placement. (SB)

Discusses several characteristics which may be particularly critical when learners work with computer based instruction: prior knowledge or familiarity with content to be learned, level of anxiety, visual and verbal abilities, and degree of motivation. (Author/JD)

Twenty-eight professionals working with the mentally retarded participated in a one-day seminar on "Social, Emotional and Sexual Needs of the Handicapped," and completed a questionnaire dealing with sexuality and mentally retarded persons. In general, the respondents expressed surprisingly liberal views before the seminar. When the questionnaire…

Examines claims that economics is not a science, that it is not value-free and that it cannot yield objective knowledge. Arguments are based on claims recently presented by R. Helm ('Values in Economics,'"Economics," v15 part I Spr 1979). (DB)

A simple probability game was analyzed hierarchically in terms of the strategies that would lead most often to an efficient sequence of plays. A series of experiments showed there was no relationship between the use of first-order strategy and knowledge of the probability content of the game. (Author/GDC)

Text of a speech which affirms that the power of mass media is overrated, that "knowledge is structured in consciousness," and that training in oral communication helps individuals regain control over their communication environment. Available from City News Publishing Co., Box 606, Southhold, NY 11971; sc $1.25. (PD)