Several observations about the way humans conceive of attributes, changes, and covariation of stimuli are presented as indications for the existence of a conceptual hierarchy of dimensions in which time dominates space, and space dominates every other dimension. (Author)

According to Piaget's (1958) theory of cognitive development, the stage of Formal Operational Thinking, highly abstract, as opposed to concrete, thinking, emerges during the adolescent period. Recent research suggests that "all" adolescents, or even adults, "do not" develop complete formal reasoning. Attempts to integrate…

The author discusses moral behavior and affect, and how they may influence reasoning processes when the individual is no longer dealing with hypothetical issues. (MJB)

This study explored the relationship between college student achievement and two other dimensions: cognitive complexity and the concreteness or abstractness of selected concepts. Although the level of abstractness alone did not influence achievement, the cognitive complexity of the item and the interaction of the two main effects was significant.…

In this study on the interactive effects of advance organizers and reasoning skills, 112 undergraduates read a literature text preceded by either a comparative advance organizer or a placebo introduction. Results suggest that instructional organizers produce neither serious loss nor substantial benefits for many purposes of communication. (BS)

Effects of global cognitive development, sex, and word abstractness on young readers' word recognition were explored. ANOVA results indicated that nouns were recognized more frequently than non-nouns; children with high cognitive development recognized more words than children with lower cognitive development; and females recognized more words…

Learning potential hypothesis and its applicability to hearing and deaf low-achieving students was examined in this article. Results indicate that learning potential procedures can be used effectively with the deaf. Implications for theory and future research are discussed. (Author/DF)

Results show that basic objects are shown to be the most inclusive categories for which a concrete image of the category as a whole can be formed, to be the first categorizations made during perception of the environment and to be the categories most codable, most coded, and most necessary in language. (Author/DEP)

Two models for teaching people to think, the Deweyan problem-solving model and the traditional discipline-oriented model, are described and evaluated. (GW)

Causal generalizations play a crucial role in educational decision-making: the prospect of discovering the relevant ones motivates much of the support that educational researchers receive and the failure to produce correct and relevant ones motivates much criticism; in this paper my concern is with how we tell when they are correct. (Author/JM)

In a study which required college students to learn to recognize four flexible plastic shapes photographed on different backgrounds from different angles, the importance of a context-rich environment for the learning and recognition of visual patterns was illustrated. (Author)

Article presented a critical comparison of the respective strengths and weaknesses of two major contending models of university organization. (Editor/RK)

Research supported in part by U.S. Public Health Service, National Institute of Mental Health. (DD)