Article examined the validity of some of Piaget's and Bruner's findings in non-western cultures, the relationship between cognitive models that they developed, and the implications for curriculum, teaching and learning of any data newly discovered. (Author/RK)

Children's use of causal and logical connectives was examined before and after treatments based on advance organizers with social studies lessons. In samples of 120 children from age-levels 6 and 10 years a diminution in the use of syncretic reasoning and understanding followed the experimental treatment. (Editor)

Analysis of results of tests of cognitive development in Papua New Guinea children indicated that membership of different language/culture groups was an important source of variance. (Editor)

This research compares the effectiveness in fostering the development of concept formation skills, of exposure for periods ranging from three to six years to two different methods of teaching mathematics to primary school children, one method (Z. P. Dienes) of the general "discovery" type, the other (H. Fletcher) of the…

This investigation of the development of young children's concept of evaporation examines their intuitive explanations of real world events involving evaporation. A study of the effects of providing evidence contradicting their explanations and of directing their attention to relevant situational features provides insight into the development of…

Findings of this investigation suggest that a fruitful approach to the study of early cognitive development is to analyse variations in the selectivity involved in different kinds of actions by which children relate two objects. (Authors)

Describes a study designed to provide profiles of intellectual abilities actually practiced by elementary and secondary education pupils in science lessons and to investigate changes in these profiles as a function of pupil age. Study results are discussed in terms of teaching method and the resultant intellectual abilities. (MBR)

Examines explanations used by children (ages five-14) to explain academic success and failure; frequency of their use; and developmental variations in types of explanations used. It was found that patterns of attribution categories vary by age, and that the attribution process involves a complex interaction of subjective and objective reality.…