Conceptual problems were administered in two formats, rule learning and attribute identification, to 192 college students. The stimulus patterns were gemoetric designs. Results showed that bidimensional concepts about the patterns were retained nearly perfectly up through periods of one week, without intevening practice. The one exception was…

This paper examines possible interchanges between cognitive and language processes with particular attention given to concept formation and semantic language development. Aspects of psychological and contemporary linguistic theories are discussed as a way to interrelate the functions of thought and language. The author concludes that while…

This supplementary report was designed to aid the researcher concerned with concept learning. It contains: (1) rationale and strategy for compiling a bibliography of articles concerned with concept learning; (2) a definition of the world "concept"; (3) a system for classifying articles by their content; (4) a bibliography of relevant articles…

Seventy-two Ss attempted to solve four "who-done-it" type deductive reasoning problems which varied in mode of representation, type of logical connective employed, and affirmative versus negative statement of information. Affirmative and conjunctive problems were solved more frequently than negative and disjunctive problems (all are defined in the…

This study examines object construction and the ages at which children developing under various environmental conditions achieve five of the landmarks in the Uzgiris-Hunt (1974) scale of object permanence. (Author)

Basic skills are defined as the method of inquiry or the process of mathematics. The calculator is discussed as being potentially useful in extending process skills. (MP)

Suggests 11 dimensions of cognitive style which influence learning, and proposes a three-step instructional design plan to move beyond individual instruction to individualized instruction, so that differences in learners need not result in differences in learning. (Author/JEG)

Several observations about the way humans conceive of attributes, changes, and covariation of stimuli are presented as indications for the existence of a conceptual hierarchy of dimensions in which time dominates space, and space dominates every other dimension. (Author)

This paper discusses how children form concepts; the diversity of concepts that are influenced by social processes; factors that affect concept formation; and behavioral techniques that have been effective in improving the instructional capabilities of parents and teachers. (Author/AM)

Developmental changes in 5- to 7-year-old children's mental representation of addition and subtraction events were examined by means of the response times required to answer more or less questions. (Author/JMB)

Children 3 1/2 and 5 years of age were tested for their intuitive knowledge of the psychological fact that one mental event may trigger or cue another related mental event. (JMB)

Choice and use of problem-solving strategies were monitored during a picture comparison task for 90 kindergarten, second and fourth grade boys and girls. (SB)

Analysis of the conceptions of spatial relations, size comparisons, and gesture imitations of 16 autistic children (ages 6-14 years) with IQs over 70 indicated an inability to acquire concepts of size comparison and spatial relationships through verbal instructions, suggesting a cognitive deficit of impaired symbolic-representational functioning.…

Introduces teachers to potential benefits of using conceptual analysis as an alternative didactic strategy. Outlines the framework and techniques, reviews relevant literature, and demonstrates several methods for developing cases. Concludes that conceptual analysis is a valuable technique for improving students' empirical thinking and work.…

Evaluation of "Concept Diagrams" and a related "Concept Teaching Routine" used in nine secondary school classrooms which included 32 learning-disabled (LD) students, found that teachers successfully selected target concepts and implemented the teaching routine, whereas students (both LD and non-LD) demonstrated gains in concept acquisition,…