Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

Reports that complex abstractions may be easily acquired by persons of less than 75 IQ if the method of presentation of the abstractions ensures maximum visibility of relevant details. (FL)

This study evaluated the generally recommended concrete-to-abstract hierarchy for presenting a new skill, with three students with learning disabilities in grades 1, 2, and 4. The three subjects enrolled in the Multidisciplinary Diagnostic and Training Program's classroom housed on the University of Florida campus in Gainesville. Following…

Research conducted at the Institute of General and Pedagogical Psychology of Moscow, and based on the premise that the development of thought processes is a direct product of the social environment, is described. As a corollary to this premise, Piaget's view that the development of the thinking process occurs in orderly fashion is questioned.…