The discovery that retarded children can learn to read with comprehension suggests a critique of current educational testing and teaching practices. IQ tests, consisting of segmental, out-of-context tasks, originally were based on turn-of-the-century educational techniques that emphasized rote and segmental learning. Currently, most IQ tests still…

The relationship of cognitive style variables and conditions of test administration was investigated in cognitive assessments of hearing-impaired children, aged six through eleven. One hundred-twenty children were given the Raven Coloured Progressive Matrices (CPM) and a Piagetian battery under one of six conditions of testing: (1) standard; (2)…

The objective of this study was the development of evaluation techniques and the assessment of these techniques when compared with standard procedures of the national Head Start program. Assessments of cognitive behavior, social behavior, and teachers' perceptions--as opposed to aides' perceptions--of children were made. The subjects were 33…

The principal aims of this study were to identify, select, analyze, and describe educational programs for culturally disadvantaged children from preschool through grade 12 which had yielded measured benefits of cognitive achievement. Identification and selection were accomplished through a literature search and the advice of a panel of experts.…

Needs assessment is a systematic procedure by which educational needs are identified and ranked in order of priority. The process involves the use of both objective (achievement test scores) and subjective (attitudinal measures) information to identify and rank educational needs. A procedure to guide the needs assessment effort includes various…

This analysis of current research on prekindergarten programs for the disadvantaged covers more than 40 evaluative studies drawn from public school systems, program developers and federal agencies throughout the U.S. Findings from most of the studies included were made public between 1970 and 1975, although some earlier research is included. A…

The monograph presents the findings of a decade long research project on the cognitive learning of children. Several other areas of general significance involved in the work are also treated. These include: (1) the importance of the work to the development of basic learning theory; (2) certain developments in methodology and in a philosophy of…

Certain aspects of the cognate background, especially the social science background, of those who teach young children were investigated. The sample population was 164 inservice teachers taking course work through the University College of the University of Maryland. Behind the study was the feeling that children are not being made aware of the…

Eighty sixth-grade subjects, split into five independent groups, learned two PA lists of 12 noun pairs each. Two groups performed under traditional transfer conditions with lists conforming to a negative transfer paradigm, A-B, A-C, or to a reference paradigm A-B, C-D. Two other groups learned the same lists under a syntactic PA method where the…

This research tests the implicit assumption that cognitive development is independent of ethnic background. The testing instrument used was a newly designed spatial reasoning test intended to reflect the sequence of acquisition of skills requisite to map reading and drawing. A sample of 270 black, Chinese, and white subjects (90 each at the 5th,…

The purpose of this project was to administer the Motor Encoding Subtest of the Illinois Test of Psycholinguistic Abilities (IPTA) to a population of 50 American Indian students, and compare their scores with the established norms of the ITPA. Indian students with chronological ages 5-9 enrolled in the first 4 grades at the Fort Thompson…

THE PROBLEM OF THIS RESEARCH WAS TO STUDY THE EXTENT TO WHICH STUDENTS ARE ABLE TO GENERALIZE WHAT THEY LEARN IN ONE LESSON SO THAT THEY ACTUALLY GAIN COMMAND OF ABILITIES NOT SPECIFICALLY TAUGHT UNTIL SOME LATER LESSON. THE AUTHOR EXAMINED CONDITIONS UNDER WHICH A MASTERY SCORE ON A PRETEST IN ARITHMETIC COULD BE CONSIDERED A TRANSFER INSTANCE.…

Scores on the Wechsler Adult Intelligence Scale (WAIS) were compared with reevaluation scores obtained four years later on the WAIS-Revised for a group of 108 mildly and moderately retarded adults. The moderately retarded subgroups (N=22) demonstrated significantly higher WAIS-R intelligence quotients. Implications for use of the WAIS-R are…

Thirty-four stimulant-treated, academically deficient, and attention deficit disordered, hyperactive (ADDH) boys (ages 7-12) participated in a 16-week, intensive cognitive training program focusing on academic skills and tasks. Intervention did not enhance self-esteem and there was poor agreement between teacher ratings of academic competence and…

Examines how differences in the cognitive levels of 60 pre-service teachers influenced the way they perceived and interpreted their teaching competency. Results showed that students of higher cognitive ability set higher standards for their teaching performance, and thus were more critical in their self-evaluations. (TRS)