Describes an experiment in which physics students were assigned to groups according to Piaget's stages of cognitive development and members of each group were asked to solve an elementary mechanics problem. Analysis revealed that the majority of students, those who were not operating at a formal level of development, may have done more harm than…

Two studies of 7-year-olds and college students tested the hypothesis of a developmental difference in the degree to which subjects' memory performance was controlled by categorical properties vs. specific instance properties of test items. (GO)

Teachers' levels of Inferred Self Concept were related positively to students' cognitive growth for four of five subtests given the students. (RC)

Reports on a study conducted to obtain indications of changes in mental level from high school through college and to investigate the relationship of cognitive level to SAT scores, college grades, and attrition. (PEB)

Theory and research concerning the development of spatial concepts by young children are discussed. Results of Martin and Kidder are compared with those of Piaget. (SD)

These articles represent an interdisciplinary discussion to characterize a maximally favorable setting for education, upbringing, and development. (DE)

Investigated the intercorrelations among tasks that appear to require Piagetian formal reasoning to determine whether formal reasoning is used selectively or all-pervasively. Subjects were 60 undergraduate females. (SDH)

Article cited reasons for the phenomenal growth of IGE. Included were the advantages for teachers, administrators and students. (RK)

The author examines how students in three countries use four styles of cognitive integration (affective balance, affective-evaluative consistency, centralization, and image comparability) within the cognitive domains of nations, acquaintances, self-roles, and family relations. (DE)

Describes studies dealing specifically with the effects of malnutrition on intelligence and school achievement. (ED)

Presents a study of the cumulative deficit hypothesis and a discussion of some of the theoretical issues and methodological problems involved. Results of the study indicate a significant age decrement in verbal, but not nonverbal, IQ among a large sample of Negro elementary school children. (Author/ED)

This study attempts to follow the development of an "awareness" of the importance of consistency in a logical system with three elements and one operation. Subjects were 127 male and female students, 9-, 11-, 14-, and 16-years-old. (Author/SDH)

Points out the fact that Piaget's objections to tests as ways of identifying cognitive structures and processes have been largely ignored in most of the replication studies conducted by English and American psychologists. (PEB)

A total of 450 seventh and eighth graders responded to six tasks requiring proportional reasoning and representing different degrees of concreteness. Results showed that more students answered questions correctly when concrete aspects existed, and that about one-fourth of the group was unpredictable in applying proportional reasoning at the formal…

Preservice teachers administered Piagetian tasks to elementary students. On the whole data collected compared favorably with the findings of Renner (EJ 044 727) in showing that students achieved conservation of substance (liquids and solids), length, area, and weight at later ages than stated by Piaget. No significant sex differences were found.…