A review of recent curricular research presents studies in the areas of: (1) psychological and epistemological foundations; (2) new developments (content of instruction, cognitive processing, and methodological re-direction); and (3) exemplary research programs on teacher behavior, pupils' prior conceptions in learning, and probelm solving. (CJ)

Provides a general overview of the central issues involved in the study of children's attention to television. Concludes that three factors may have a significant impact on a child's pattern of attention: television stimulus attributes, the child's level of cognitive development, and the nature of the viewing environment. (PD)

Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)

The author examines Novak's position that science and mathematics educators should discard Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful learning as a guide for teaching practice and research. (PB)

This study investigated whether there was a difference in achievement by first graders between their ability to solve open sentences presented in vertical form and in horizontal form. It was recommended that the horizontal form be avoided in grades one and two. (MP)

Pre-experimental interviews conducted with three children to investigate three aspects of the nature of counting are detailed. Sixteen findings related to the counting of perceptual items are summarized. (MP)

Remarks directed to Peter Augustine Lawler and an earlier article are presented. The rationale for a program of philosophy for children developed at Montclair State College is compared with Roland Garrett's conception of philosophy. Distortions in Lawler's perception of current philosophical practice and teaching are indicated. (MLW)

The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)

This discussion centers around the dangers in making too precise a particular concept in educational psychology that distinguishes between two types of understanding, instrumental and relational. (MP)

Comments on the study reported by Lawson, Karplus, and Adi (1978) which indicated that formal schemata and propositional logic are not part of the same structured unity of mental operations proposed by Piaget. (HM)

Piaget's formal operational stage is related to the teaching of science by focusing on the development of paper and pencil tests for determining students' cognitive level of development and on procedures for helping concrete operational students improve achievement and become more formal in their thinking. (JMF)

Attainment relative to six cognitive operations and four number and computational skills was assessed for 90 elementary students using clinical procedures. Variance associated with conservation of number, seriation, and logical classification competency accounted for a significant proportion of the variance in achievement scores. (Author/MK)

Suggests that the general ability structure for retardates is more complex than the structure for normals, containing a "stimulus trace" factor in addition to verbal-educational and spatial-perceptual parameters. (RL)

Comments on the study of Mali and Howe (1979) which used the work of Nussbaum and Novak to examine the notions that Nepali children hold about the earth. (HM)