A multidisciplinary team research project to document the relationship between environmental and cultural features of Papua New Guinea, cognitive development, and mathematics learning is described. (MP)

The educational implications of Piaget's concept of intelligence provide a framework for the application of theory to educational practice. The uniqueness of individual learning is compared to stage-based teaching. Social interaction is viewed as one of the major forces in cognitive development. (JN)

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

Observes that the improvement of reading scores is not a legitimate educational goal, notes that reading abilities are inseparable from other modes of linguistic expression, and proposes many types of activities for teaching language in a context involving increasing knowledge of the uses of language in different subjects. (GT)

Presents background to the descriptions and discussions of child language that are presented in this issue of the journal on the theme of developing pragmatic competence. This background information, referred to as "intuitive knowledge," serves as a framework for understanding children's development of pragmatic linguistic competence and…

Based on research on the geometric understanding of regular and gifted middle school students, this article describes a procedure for assessing geometry readiness in mathematically able middle school students. The procedure utilizes the vanHiele model of stages of geometric understanding and distinguishes between readiness for algebra and…

Described in this study are student teachers' frameworks of purity and the related concepts of the states of matter. The concept of natural versus pure substances, classifying states of matter, and implications for teaching drawn from the results are discussed. (Author/KR)

Advocated is the use of everyday games and situations instead of the traditional use of textbooks, workbooks, and worksheets. New goals and principles for the beginning arithmetic student are presented. Modifications of activities that promote the constructivist ideal are included. (KR)

Six mildly and moderately retarded children (ages 6-8) were instructed in the Piagetian constructs of unidimensional classification and/or seriation using the "Piacelleration" learning set technique. After one semester, subjects made significant gains on: classification and seriation tasks, the Peabody Picture Vocabulary Test, and the…

Examines theoretical framework of ethnic identity development in Mexican-American preschool and elementary school children. Two studies based on cognitive development theory assessed an instrument for measuring ethnic identity and for evaluating data. Children's Ethnic Identity Questionnaire responses were found consistent with framework guiding…

Described is a study of 147 students that indicated a high proportion of students did not understand the concept of limiting factors. Textbook presentations that create problems are discussed. Strategies which may be more effective in teaching the concept are suggested. (CW)

How students restructured their scientific ideas in response to contradictions was studied with 166 male and female students (aged 12 to 14 years) who tested their predictions about water displacement by experiment. Conceptual change varied; all subjects tended to hold onto old ideas, even when presented with conflicting information. (SLD)

Examined 8- and 10-year olds' understanding of the unique features of and potential relations among mental activities. Found a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Results suggest that a constructivist theory of mind develops in later childhood. (AA)

Three experiments using university students explored what constitutes an event and what determines its boundaries. Results supported the hypothesis that sequences of stimuli repeating in different contexts are cut out to become cognitive entities ("things" with a beginning and an end) in their own right. Results suggest that the…

Investigated the effect of using gender as a functional category in elementary school students' gender stereotyping. Results support the idea that the functional use of gender categories leads to increases in gender stereotyping, particularly among those children with less-advanced classification skills. Advanced classification skills proved to…