This paper discussed a stage theory of childhood, preadolescent, and adolescent concepts of role-relationships and social reasoning in friendship. It was hypothesized that these concepts develop through levels of perspective-taking, within which individuals view and structure interpersonal relationships. At level one, relationships are based on…

The Hartford Project Concern attempted to discover if the educational deficits so persistent among minority group inner city children can be prevented or corrected by placement in a suburban school. Two hundred and sixty six were randomly selected by classroom units from those schools with 85 percent or more non-white population and were…

In laying the groundwork for a co-operative scientific inquiry in the field of learning sciences the following five areas of access to the study are considered in this introductory inquiry statement: 1) genetic sociology (symbolic systems and early socialization); 2) experimental ethnography (the effect of literacy on the structure of skill and…

This paper deals with the issue of black-white differences in cognitive skills. Some authorities attribute these differences to differences in the environments of black and white homes. Others state that the differences are due to differences in genes, i.e., heredity. Scholars holding these two opposing views have become more or less entangled in…

This book starts with a review of the evolution of the notion of intelligence in its first chapter. In 1969, an article by psychologist Arthur R. Jensen suggested that there may be innate differences in intellectual potential between blacks and whites, and, if so, these differences should be taken into account in educational planning. The…

Describes the cyclical nature of a problem-solving sequence produced from observing children involved in the process. Discusses the generic qualities of science: (1) observing; (2) inferring; (3) classifying; (4) predicting; (5) controlling variables; and (6) hypothesizing. Explains the processes in use and advantages of a process-led course. (RT)

Describes mechanisms of thought associated with making predictions. Concludes that successful predictors had high initial knowledge of the subject matter and were formally operational. Unsuccessful predictors had low initial knowledge and were concretely operational. Systematic manipulation, note taking, and higher-level thinking skills were…

Draws a number of conclusions from observing children involved in early literacy tasks, including the following: (1) children and teachers live together in schools, but their perceptions of shared world differ; and (2) the teacher, frequently operating from hierarchy model of curriculum, plans activities promoting and assessing literacy skills,…

This report provides an overview of the scientific missions, research and research training funding trends, strategic planning initiatives, and research highlights for each Child Development and Behavior Branch (CDBB) research program for the years 1995-1999. CDBB develops scientific initiatives and supports research and research training relevant…

Investigated concept development related to particulate theory of matter in 130 children (ages 8-12) in two contrasting Warwickshire middle schools. Results are set against background policies/practices in science teaching as revealed by responses from teacher questionnaires (N=60) and analysis of several science curricula. (JN)

Peer interaction combined with the use of concrete models and analogs found to enhance learning (cognitive and affective) for both formal and nonformal operational students (N=51). Instruction in control class was based on lectures, CHEM study laboratories and individual work. (Author/SK)

Examines content and problem effects of formal thought in 13-year-olds (N=120). Three controlling variables tasks with different content and two question-type tests (analysis and controlling questions) were administered. Findings, among others, indicate that content and problem effects contribute to variance on formal reasoning problems.…

Research indicates that classroom controversy facilitates student problem solving, creativity, perspective taking, epistemic curiosity, conceptual conflict, and transition in stages of cognitive and moral reasoning. Thus, creating controversy is an important teaching strategy for increasing learning and intellectual development. Conditions…

Describes the main features of a new method for teaching religious education to children. Compares this method to other British religious education approaches. The "gift method" approach begins with the child receiving some easily understood component of a religion (song, prayer, material object) then progresses to a more complex…

Defines a generalization as "a descriptive statement of broad application indicating a relationship between two or more concepts." Argues that successful teaching about generalizations can only occur when students understand the relationship between concepts and facts. Discusses four issues and four approaches related to teaching…