The article describes Project Intelligence, a three-year effort to teach thinking skills to seventh graders in Venezuela. The project's development is reviewed, a sample lesson is presented, and evaluation results for 460 students are reported. The importance of teacher competence and enthusiasm are also discussed. (DB)

Tested patients (N=80) in an alcoholic rehabilitation program for field dependence with the Embedded Figures Test and for logical reasoning with two Piagetian tasks: the pendulum and the plant problem. Results suggested that cognitive factors play a more important role in alcoholics' response to treatment than has been recognized. (LLL)

Reviews a model of cognitive development relating the self and self-evaluation, guidelines for applying the model, and counseling applications. Recognizes that individuals may vary their level of abstraction depending on such things as the source of information, the context, and the part of the self being discussed. (LLL)

Examines the relation between children's (1) probability learning performance and a measure of their memory for items presented in a sequence and (2) probability learning and performance on a test of abstractive integration. Participating were 80 six- and seven-year-old boys and girls from both low and middle socioeconomic classes. (Author/RH)

The authors discuss the results of their study into the behavior, values, and attitudes of students and teachers. They found that each person has a particular approach to learning or teaching that is most comfortable for them. Four learning/teaching channels are detailed: concrete sequential, abstract sequential, abstract random, and concrete…

Article is concerned with the implications of Autonomism for moral education. (Author)

Experiment designed to answer questions regarding the correspondence between concrete and abstract actions. (Author/CB)

A method for stimulating thought processes and broadening the imaginative scope. (RB)

Author notes that semantics, originally designed as non-Aristotelian discipline, has become anti-Aristotelian. He outlines six significant areas in which almost no difference can be found between Greek philosopher's ideas and those of modern semanticists; for example: words are symbols, not things; meanings lie within persons, not words. (PD)

The conceptual approach to learning strives to arrange the best environment and materials possible for learning and simply allows it to happen. Basic to the provision of such a vital teaching learning" climate is the thoughtful identification of statements acceptably usable in structuring such a curriculum. (Author)