Fourth-grade control students were given a multiple-choice problem involving conservation of weight. Experimental group subjects were given a fictitious choice response distribution with conflicting reasons. Curiosity for confirmation, progress in generalizing the principle of conservation, and positive correlation between curiosity and progress…

This replication study negates Bruner's finding that older subjects (age 15 and adult) understand the mathematical concept of ratio as exemplified by comparing judgments of fullness in pairs of glasses differing in height, diameter, and water volume. Weaknesses in Bruner's design and procedure that explain the discrepancy between the two studies…

Here are some ideas that the nursery-school teacher might suggest to parents as ways to set the stage for learning in mathematics for their children. (MN)

Investigates the development of the concept of heat by children aged four to nine. Analysis revealed 11 thought patterns classified into six categories underlying children's concept of heat. These categories are related to scientific knowledge of the physics of heat. (HM)

The perceptual transformation approach was found to be more effective in facilitating the acquisition of conservation subskills than the numerical operational approach. Neither approach was effective in facilitating the acquisition of conservation of number by nonconserving 4- and 5-year old children of lower socioeconomic status. (MN)

As an example, two aspects of children's conservation are explained: decalages and the shift from perceptual to quantitative cues. This approach, relative to structuralist formulation, involves cognitive factors such as prior learning, as well as impinging social experience. It is compatible with Piaget's theory, yet simpler and more flexible. (CP)

This article reviews recent research studies and experiences relating the learning theories of Ausubel to biology instruction. Also some suggestions are made for future research on the learning of biology. (MR)

The classroom use of attribute blocks to develop thinking skills is defended in this article. Divergent-productive thinking is identified as an important skill that can be developed by using these blocks. However, teacher commitment and involvement in the program is considered necessary. Suggestions for using these blocks are included. (MA)

An experimental and control group of thirty-two four and five year-old children received identical quantitative tasks except for the language used. Results showed that children's difficulties with simple arithmetic tasks were not purely linguistic. The conclusion supports the suggestion that the development of language is intertwined with…

Kindergarten, first and second grade children participated in a study of the development of conservation of equality and inequality. (BD)

Development of object permanence skills was examined longitudinally in 20 visually impaired infants (ages 4-25 months). Order of skill acquisition and span of time required to master skills paralleled that of sighted infants, but the visually impaired subjects were 8-12 months older than sighted counterparts when similar skills were acquired.…

Responds to Biggs' article on the case presentation approach in clinical supervision by discussing implications for instruction of two relevant research programs: conceptual level (Harvey, Hunt, and Schroder, 1961) and Hunt's related matching model for education, and Strohmer and associates' cognitive models for clinical judgment. (NB)

The difficulties hearing impaired students experience in acquiring the conceptual information underlying narratives is discussed in terms of schemata development and the role of incidental learning. Principles for teaching concepts and labels, elaborating the schema, using questions to fill in conceptual gaps, and using imaginary play and…

The discussions of the theme group on Technology and Cognitive Development at the Fifth International Congress on Mathematical Education are summarized. How computers can be used to engage students actively, to promote problem-solving skills, and to achieve better understanding is discussed. (MNS)

Proposals for teaching concepts have been dominated by traditional paradigms. A review of research on concept structure and formation reveals evidence for alternative paradigms, e.g., exemplar, probabilistic, and schematic models. The research also indicates problems regarding the traditional models. Implications for relating alternative models to…