This study investigates the cognitive and linguistic aspects of the concept of time which is assumed to consist of the components of order (0), simultaneity (S), and duration (D) as well as their coordination, i.e., coordination of order and duration (OD), and coordination of simultaneity and duration (SD). It was hypothesized that each component…

This paper describes a one-year longitudinal follow up study of the long term effects of role taking training procedures (in which children assumed a number of perspectives) on children's social and cognitive behaviors. Longitudinal and cross-sectional age effects were also analyzed. In an earlier study the effect of two types of role-taking…

This study examines problems related to (1) the development of children's understanding of temporal cycles, and (2) the relationship between cyclic concepts and cognitive development. Piagetian tests of classification and seriation and a variety of specially designed cyclic tasks were administered to 62 children, ranging in age from 4 to 10 years.…

Many educational leaders are now realizing that the extension of the open space from the elementary level to that of the secondary has proceeded without sufficient understanding of the educational, sociological, and physiological changes that are required for the open space high school to function. Research findings are cited and a bibliography is…

Arting and loving are treated as primary instances of "creative learning" in this paper. Further, it is maintained that this learning is of such a kind that in it everything must be learned at once, even though it is generally alleged that it cannot be taught at all. The discussion includes topics such as loving and actualization of potential, the…

Certain generalizations about the educable retarded are presented. The need is for small group instruction and more time for a child to internalize science processes and information. Suggestions are given to help overcome attention span difficulties, problems of recall and difficulties with transfer. (EB)

The study investigated the effects of attentional deficits on the relative preferences for associative, acoustic, and orthographic attributes in word recognition by 45 learning disabled children in grades 2, 4, and 6. (Author/PHR)

Motivational factors and unique characteristics of sign language systems are suggested as contributing to the ability of severely dysfunctional nonverbal children to make progress within a manual communication medium. (Author/EJS)

Twelve mute children (4-12 years old), diagnosed as autistic, were studied in order to describe their sensorimotor functioning and to relate their sensorimotor performance to nonverbal communication and cognitive development. (Author/BD)

Presents a rationale as well as practical ideas for using movement education as a basis for fostering self-confidence and integrating other learning activities in young children. (CM)

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)

Investigates classification achievement in Thai and American children as well as children's classification achievement within cultures and across cultures at different age levels. One hundred and twenty American and Thai children from 6 to 11 years of age were randomly selected to participate in this study. (HM)

The common developmental problems of young adults--career focus, sex confidence, clarification of beliefs, and separation from parents--provide themes of interest to young adults. Using these themes and the human tendency to problem solve, specific information can be given to improve personal problem-solving skills without psychological games.…

Pressure for competency based teaching and the need for models of teacher effectiveness for teacher education prompted this research on the influences on cognitive and affective learning. The results indicate that teacher personality is an influence and that during the elementary years the affective domain is more important than the cognitive.…