This article states that children in the first grade have usually not developed the thought processes which would enable them to understand the typical first-grade math curriculum. (CD)

Discusses some advantages of multi-age grouping in group child care centers. (ED)

Discussed is the parents' role in providing training procedures to meet the developmental needs of blind infants. (Author/LS)

The teacher of mathematics or science must be aware of the concepts, facts, and generalizations of his field, of psychological principles of learning, and of teaching methods. Methods appropriate to the teaching of concepts differ from methods for teaching generalizations. (SD)

Teaching is not an activity directly producing the learning of some specific matter (which is inadequate as a definition of teaching and incapable of being guaranteed), but an activity intentionally directed toward, and potentially capable of, improving the student's general intellectual functioning or "cognitive competence" in whatever…

The existence of a time lag discovered in the cross-cultural application of Piagetian tests may result from a socio-economic bias in Piaget's theory. Abstract, formal cognition may reflect a particular social structure, embodying the principles of exchange value, reification, and alienation which govern production and exchange in the…

Research findings related to children's concepts of length, area, volume, weight and time are reviewed. Implications for instruction in measurement of these qualities are discussed. (SD)

Focuses on studies related to Piaget's specifications for secondary student's development from concrete to formal level thinking. Discusses three problem areas in Piagetian analysis: (1) specification of logical formal thought model, (2) underlying assumptions, and (3) empirical findings. Comments on application problems. Assesses Piagetian…

Children's metacognitive awareness of variables (such as person, task, goals, and strategy) that influence reading was assessed with an interview. Second graders were aware of some reading dimensions but were less sensitive to semantic structure than sixth graders. Relations among instruction, metacognitive development, and reading proficiency are…

Kindergarten children were administered a paired-associate learning task at the beginning and end of the school-year, under either regular (control) or self-generated visual imagery instructions. Age predicted performance in the imagery but not in the control condition. Results supported the developmental imagery hypothesis. (Author/RD)

In describing the basic philosophies of open education, this article discusses the close relationship between cognition and emotion in learning, the teacher's role in helping a child's thinking powers develop, and the role that environment plays in a child's emotional and intellectual development. (EB)

The article describes the Oakland Schools Reading and Language Clinic two-part parent program that incorporates understanding, skills, and reinforcement for parents of learning disabled students. (SBH)

Argues against the claim that Piaget's theory of formal thought is invalid when used in learning high school chemistry, and suggests a way to test its validity. (GA)