THE NATURE OF COMPREHENSION IS DEFINED AND CLARIFIED. THE LITERATURE IS SURVEYED TO SHOW THAT THE DEVELOPMENT OF CONCEPTS IS IMPORTANT IN INTELLECTUAL ACTIVITIES. IT IS POINTED OUT THAT CONCEPTS ARE BUILT FROM PERCEPTS, IMAGES, SENSATION, AND MEMORIES, AND THAT THE STEPS WHICH ARE EMPLOYED AS CONCEPTS ARE BUILT AND REFINED AND INCLUDE PERCEIVING,…

THE PROCEEDINGS OF TWO RELATED CONFERENCES WHICH BROUGHT TOGETHER EDUCATORS, PSYCHOLOGISTS, AND SUBJECT-MATTER SPECIALISTS TO DELIBERATE ON THE RELATIONSHIP OF COGNITIVE STUDIES AND CURRICULUM DEVELOPMENT ARE REPORTED. PROFESSOR JEAN PIAGET, (A GREAT SWISS SCIENTIST AND EDUCATOR) SERVED AS CHIEF CONSULTANT AT THE CONFERENCES. THE FIRST PART…

A MODEL FOR THE ANALYSIS OF SPELLING BEHAVIOR WAS PRESENTED AND DESCRIBED AS REPRESENTING TOTAL SPELLING BEHAVIOR AS A FORM OF INFORMATION PROCESSING SYSTEM. THE MODEL REPRESENTS THE PROCESSING OF A NEED TO CORRECTLY SPELL A WORD THROUGH THE SEQUENCES OF VARIOUS PROCESSING CHANNELS TO THE WRITING OF THE WORD AND FEEDBACK FOR CORRECTION WHEN…

This study tests the hypothesis that components of play such as immagination contribute to cognitive development. Twenty-four middle-class children attending a university-affiliated preschool were observed for 20 one-minute play observations during the Spring Semesters of 1978 and 1979. Play was coded using categories for both social (solitary,…

This paper discusses research on how concepts differ in their internal organization and how these differences interact with and affect cognitive processing in children. Two types of natural concepts are focused on: classes (nouns with class-inclusion organization, such as "trees,""students,""soldiers" and collections…

A study to assess the information function of pop music in the adolescent socialization process involved approximately 500 students in junior and senior high schools and colleges in a large metropolitan area in the northeast and approximately 400 university undergraduates in an introductory sociology class. In-class, self-administered…

BASIC LINGUISTIC CAPACITY IS PRESENT EXTREMELY EARLY IN CHILDREN. TWO-YEAR-OLDS UNDERSTAND TRANSITIVE ACTIVE SENTENCES AND THREE-YEAR-OLDS UNDERSTAND MANY PASSIVE SENTENCES. OLDER CHILDREN (THREE-YEAR-OLDS) UNDERSTAND SOME SENTENCES LESS WELL THAN YOUNGER CHILDREN (TWO-YEAR-OLDS). THIS BRIEF DECREASE IN COMPREHENSION ABILITY IS DUE TO THE…

The intellectual development of students as defined by Piagetian theory is discussed with the implications that the theory and recent research results may have for teaching science. Recommended is conducting small, carefully planned investigations that will lead to a better understanding of: (1) what concepts cause problems and why; (2) what…

This study examined children's development of the concept of the reciprocal relationship of question and answer by asking subjects to form questions to fit given answers and to form answers for given questions. A total of 72 children (18 per grades 1, 4, 7, and 10) participated in the study. Each child was tested individually on two tasks (the…

This paper reports a study which examined the relationships of various facets of sensorimotor performance to abilities measured by a developmental examination of a sample of full-term and pre-term infants nine months after expected term date. This study addressed three questions: (1) Are there differences in the sensorimotor development of term…

Two experiments examined the effects of task-specific instructions on the recall and recognition memory of kindergarten, 2nd and 5th grade children for pictorial stimuli. In Experiment 1, a recall test was used and prior to stimulus presentation subjects were given one of three instructions: either a Recall-specific set, a general Remember set, or…

This paper reviews the biological origins of the critical period hypothesis and the neurophysiological evidence which was initially supplied in support of a critical period for the acquisition of language. Noting the inconclusive nature of neurophysiological evidence, the author suggests that we look to the interplay of affective and cognitive…

This cognitive/performance module is designed to teach the use of diagnostic techniques beyond those techniques provided by traditional mass testing. Terminal objectives include: (a) identifying a learning goal, (b) identifying a child who cannot successfully accomplish the learning goal, (c) diagnosing the child's learning strengths and…

Research carried out on El Salvador's Educational Reform project in the first school year that used instructional television (February-November, 1969) is summarized in this report. Focusing on the 32 pilot classes using television, together with 16 other classes without television, chapters include the administrative history of the Reform, studies…

This represents the latest in a series of efforts, on-going since 1965, to up-date and revise a listing of continuously received literature which pertains to the Taxonomy. (TL)