Attacks two assumptions: (1) that schooling raises the level of cognitive development of students, and (2) that this increase explains the relationship between schooling and earnings. (Author/LR)

Examines the question of whether environmental factors restrict only the capacity to perform the type of tasks schools require, or if they inhibit the general capacity to learn. (NH)

Portions of this paper were read at the Eastern Psychological Association meeting, April 1968, Washington, D.C. (DR)

Critical thinking is a cognitive skill that can be directly developed by specific practices and strategies. Creating a classroom environment that supports and nurtures critical thinking should be a consideration of vocational agriculture instructors and teacher educators. (JOW)

Finds that the usual adult superiority in speed of processing could be markedly reduced if children were given equivalent amounts of domain knowledge. The effect was domain specific; differences in knowledge affected processing rates in both knowledgeable adults and children to about the same extent. (Auther/RH)