To demonstrate a relationship between rate of habituation and complexity levels, 11-week-old infants (N=51) were each given a rate-of-habituation and complexity-level test. Rapid habituators looked longer at complex patterns. Irregular habituators responded randomly to tests or resembled slow habituators in terms of complexity preferred. (ST)

Article discusses the defining characteristics of aesthetic experience. (Author/RK)

The impact of sociocultural change upon age differences in adult cognitive behavior was studied. Results indicated stability of cognitive functioning throughout most of adulthood. Decrements found in other studies may be attributed to cultural change factors. (ST)

Discusses the emergence and early development of symbolic functioning in children engaged in nonverbal, expressive activities. Concludes that symbolic functioning must be considered in the affective as well as cognitive sphere of development. Implications for educational practice and questions for further research are presented. (DP)

Results are discussed in terms of Piaget's concept of the parallel development of the cognition of the impersonal and interpersonal worlds. (Authors)

Ten techniques are described for encouraging the development of inner resources for the disabled whose achievement and interaction are limited. (MU)

Experiment designed to answer questions regarding the correspondence between concrete and abstract actions. (Author/CB)

Discussed is the alternative to universal primary education' proposed at the Bellagio Conference on Education and Development, May, 1971. (JB)

Three major conclusions: First, the economic attitude scale does measure something other than economic knowledge, although it is not independent of knowledge; Second, economic conservatives seem to enter the introductory course knowing more economics; Third, no systematic bias appears in the TUCE in favor of either liberal or conservative when…

Little evidence is provided for cognitive changes in children over the last 70 years. (Authors)

An examination of cognitive development with implications for teaching and curriculum construction. (HS)

The present findings suggest that never" as a response and very often" as a response are mediated by different underlying processes, at least between the ages of 8 and 17. (Author/WY)

Discusses the dyslexic as having problems in translating concrete perceptions inherent in the spoken word to static and abstract representations of the printed page. Sequencing also offers a major challenge for the dyslexic. Improved understanding of the disturbance may lead to new treatment procedures. (CJ)