If human dimensions can be reintroduced into classroom learning as a primary educational function, the learner will become personally involved and his continuing learning will affect a change in his behavior. (IR)

The learning of categories by six severely handicapped students (8 to 18 years old) was measured within the context of manual sign training. As expected, results supported the best example theory of categorization which suggests that some objects are more representative of their category than others. Implications for classroom material selection…

The Learning about Learning organization attempts to help children find and use their personal style of learning. Through creative arts activities, self-understanding and creative problem solving are fostered, and the relevance of arts skills to all areas of the curriculum and to daily living is demonstrated. (SK)

The author examines Novak's position that science and mathematics educators should discard Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful learning as a guide for teaching practice and research. (PB)

Examined was the attainment of projective spatial concepts of third-, sixth-, and ninth-grade students. Eight Piagetian-type tasks were developed to provide evidence for Piaget's model of groupings of mental structures dealing with time and space. Task performance among grade levels and gender was examined. (CS)

Recent findings related to neurological research include: (1) the Proster Theory implies that the brain works by sets of programs or prosters; (2) the Brain Growth Spurts theory defines the growth of the brain in spurts with cycles of rest; and (3) in the Hemispheric Specialization Theory, the left and right hemispheres of the brain have specific…

This article briefly looks at research into three of the ways in which the arts promote cognitive development--through the use of fantasy, the use of imagery, and the use of a variety of media. This research indicates that retaining the arts in education is essential. (Author/SJL)

States that teachers should understand how they can legitimately use play to accomplish teaching-learning objectives, suggests a model for formulating a play ethic for teacher training, and presents a play matrix showing the areas of impact in play theory for the teaching-learning process. (MF)

Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…

Discussed are the influences of a student's gender, grade level, country of origin, and urban/rural environment in performance of proportional and combinatorial Piagetian tasks. (Author/SA)

Participants aged 17-26, 39-51 and 59-76 solved concept problems to investigate intellectual correlates of concept identification as a function of stage of learning in adulthood. Differential ability-performance relations as a function of stage of learning were considerably less potent in the elderly v the young and middle aged. (Author)

The degree of relationship among measures of learning proficiency, cognitive development (following Piaget), school achievement in reading, mathematics, and spelling, and IQ among 79 low socioeconomic status black males attending the seventh grade in an inner-city school was examined. (Editor)