The OST is a technique quite different from anything reported elsewhere in the literature. The model underlying OST work assumes that an individual's intellect, at any given point in time, is the set of all information he has at his disposal at that point in time. The set of concepts an individual has at any point in time may radically change over…

This document presents case studies of children from five preschools of Head Start's Planned Variation Program. The case studies are designed to reflect the meaning of the preschool experience for each individual child, with emphasis on changes in self concept, concepts of the world, interpersonal interactions, and task-oriented behavior. Children…

In this essay, research done on concept learning is discussed. The study analyzes concept learning as one form of learning, formulating guidelines for teaching concepts, and describes the abilities underlying the attainment of concepts. An analytical model is presented; various operations such as concrete concepts and identity concepts are…

This study investigates acquisition of two aspects of the meaning of color terms: semantic organization and reference. A longitudinal, repeated measure design was used, and data were collected from 33 subjects, 2 to 4 years old at first testing. Four tasks were used: one to assess semantic organization (the acquisition of the…

The inclusion of probability in the school curriculum is argued to be justified on mathematical, psychological, and social grounds. Contemporary teaching approaches are suggested as sufficient. (MP)

Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

This paper presents a challenge to a widely cited report by Elkind which states that a large proportion of college students, particularly females, are unable to conserve volume. (BD)

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

In order to study possible effects of the degree of perceptual illusion, 64 kindergarten children received tests of quantitative identity and quantitative equivalence for the conservations of number and continuous quantity. (SB)

The study compared the conservation abilities of 80 prelingually deaf and 80 hearing students (ages 9-12) in the Republic of China. Results indicated a significant difference in conservation ability between groups favoring the hearing students and no significant difference in conservation ability between age levels for the deaf group. (DB)

Among results comparing attainment of the conservation concept in blind (N=30), partially sighted (N=50), and sighted (N=40) children (ages 6-15) in Taiwan were that development of partially sighted children was more like the development of sighted than blind children, and that a 1-4 year developmental lag occurred in blind children. (Author/DB)

The relationships between three types of tasks were investigated with 428 children from kindergarten through grade 6 showing that correspondence, seriation, and transitivity reflected different underlying concepts. Thus, it was concluded that neither correspondence nor transitivity tasks can serve as replacements for traditional seriation tasks in…

American thought has contained a strong metaphysical bias favoring a realist interpretation of the world, and this has led to the assumption that facts possess ontological status, however, facts are segments of human experience and students must acquire conceptual tools for extracting factual data from experience. (JD)