The results of this study highlight the cognitive intellectual aspect of the speed of behavior. These findings supplement Hunt's studies of the relationships between speed of cognitive processing and performance of young adults on conventional tests, and emphasize the importance of cognitive speed for subsequent intellectual development. (Author)

Refutes six common misconceptions about Piaget's theories, including their educational implications; Piaget's position on heredity v environment; and the relationships between developmental stages, age, and brain growth spurts. Condensed from "Impact on Instructional Improvement", Winter 1981, p7-11. (SJL)

The teacher's role in promoting student creativity is that of risk-taker and facilitator. As a risk-taker, the teacher is a fellow learner in the search for knowledge. As a facilitator, the teacher provides the opportunity and the environment within which creative thinking flourishes. (SK)

Describes an internal thought and control process which underlies an individual's ability to learn and apply specific instructional skills. Piaget's formal operation thought schema is discussed as a means of identifying the components of this process, and implications for instructional development trainers are presented. Sixteen references are…

Reports a study of the correlation between intellectual development and students' understanding of scientific concepts and science processes. Results are reported concerning the reliability and validity of Piagetian or Piagetian-like tasks as measures of students' level of formal reasoning. (Author/SA)

Hypothesized that cognitively complex individuals would be more effective than cognitively simple individuals at accomplishing a communication-dependent task. Analysis revealed that messages (generated by an exercise with tinker toy models and a password game) of complex individuals were more effective than the messages of comparatively simple…

In order to ensure the effectiveness of instruction on a new topic, teachers must help students recall prior "prerequisite" learning. The type of learning to be recalled varies with the type of learning outcome expected. (RJG)

Higher education is described as a name for the highest formation of soul and mind, and the highest goal of education is "wisdom." Practical wisdom and theoretical wisdom are seen as exemplified at their peak in the comprehension of the genuine statesman and the genuine philosopher. (MLW)

A general education program should impart: knowledge of the testing and generation of information, the distinction between findings and explanations of findings (which change over the course of time), and the ability to recognize that a "best" explanation for a phenomenon can exist among a multiplicity of explanations. (RJG)

Discussed are the problems of teaching and learning fractions in the upper primary and lower secondary schools. Recommendations for teaching fractions are made and defects in various methods of fraction instruction are identified. It is suggested that fractions not be taught in upper primary and lower secondary schools. (Author/DS)

Ten objects were used to assess comprehension, production, and imitation of comparative and superlative suffixes in 100 children ranging in age from two years, six months, to four years, six months. (Author/AM)

The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)

The goal of the study is to describe the development and validation of a cognitive development test. The test fulfills the criteria of (1) logical equivalence of test items and the mental logic of Piagetian tasks; (2) reliability and validity of the group measure; and (3) efficient, objective assessment. (RE)

Explores the nature and uses of human understanding by focusing on three points of emphasis: characterizing the meaning of human understanding as a function of being human, reviewing the consequences of inhumanity, and proposing a process for human understanding through multicultural consciousness. (CM)

Relates physical education of young children to development of the children's motor capacities and suggests how certain types of physical education can be used to stimulate physical and mental development. Most examples are taken from research undertaken in the U.S.S.R. (DB)