Argues that the impact of neurological disorganization has been largely overlooked in both the training and in the implementation of educational programs. Discusses the nature and development of intelligence and neurological disintegration. (FL)

This paper analyzes: (1) the task of learning to read, in the context of cognitive and linguistic tools a child has at his/her disposal; (2) how these tools change with further development and experience; and (3) how teachers can foster this development and growth. Eight research-based recommendations for classroom teaching are given. (PP)

Reviews conclusions from research papers prepared for the National Institute of Mental Health Report, Television and Behavior (referred to as the Update). The two-volume Update summarizes research findings of the past 10 years dealing with the effects of television viewing on its audience, particularly children. (JJD)

A brief history of Chinese developmental psychology is given, and current main research projects are highlighted. (Author/MP)

According to Alfred North Whitehead, education precedes through three stages as it develops students' minds: (1) romantic; (2) precision; and (3) generalization. These stages are related to Whitehead's ideas about prehension and symbolic reference. Educational practices should strike a balance between the stages to encourage learning. (PP)

Examines the effects of the post-Sputnik knowledge explosion. Critizes universities for teaching facts and information without values and applications and faults apathetic students who narrowly focus on job openings, pay scales, and retirement plans. Urges colleges to develop intellectual autonomy and the powers of imagination, sensitivity, and…

Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to…

Examined effects of a self-instruction intervention on the relationship between cognitive level and conceptual tempo among preoperational and concrete operational children. Cognitive level and conceptual tempo were strongly related; preoperational children tended to be classified as impulsive, concrete operational children as reflective.…

Surveys 30 studies involving 104 separate tests of the "similar structure hypothesis" which holds that, when nonorganically impaired retarded and nonretarded persons are similar in developmental level, they are also similar in the processes and concepts by which they reason. (Researchers distinguished between studies that excluded…

A serious gap is seen in the literature about student evaluation of teaching: what constitutes teaching effectiveness and quality education? Some possible conflicts are explored between the student evaluation approach and the goal of developing higher level cognitive skills in college students. (MSE)

Defines and describes the concept of social cognition and its relationship to various psychological positions. Outlines Selman's stage theory of social cognition and the influence of Piaget's theory. Issues of interpersonal understanding are related to concepts of the individual, friendship, peer group and parent-child relations. (JAC)

Evaluated is the Longeot test, a paper and pencil test designed to measure various aspects of formal and concrete operational thought. Information from over 500 subjects (ages 17 to 20) indicated the test to be reliable and classifications from it correlated with classifications mode using Piagetian tasks. (DS)

Explored was the relationship between performance and gender for junior- and senior-high students (N=108) on six Piagetian-type tasks developed to measure infralogical spatial groupings. Results indicated a significant relationship between performance and gender on four tasks, in which males outscored females. Implications for science teaching are…

Holds that problems of implementation have resulted in the failure of large-scale intervention efforts to deal with cognitive deficits. Emphasizes technological, political, and cultural perspectives in innovation. Examines related models and programs in the United States and developing countries and shows that minimal requirements for their…

Discusses an intervention strategy for interpersonal problems in which primary grade students reflect on personal experiences and dilemma stories to increase social cognitive skills. Two first grade classes participated in an experiment applying this intervention method. Findings showed that students' moral judgement, problem-solving skills,…