Article examined the plight of the Amerasian student and a study of their educational growth patterns. (Author/RK)

Reports a study investigating the relationship between cognitive styles and the preschool child's use of play areas in nursery schools, using daily observation and two tests of analytic perceptual ability. (ED)

The relationship of ego development and the structure of political reasoning among student leftists is examined. The results indicate that lower stage subjects see politics in terms of the emotional effect upon themselves while higher stage subjects see politics in terms of human development and justice. (DE)

Reports on a portion of a long-term investigation carried out to determine the prognostic significance of newborn behavioral assessments for later development and behavior, in terms of identifying a subpopulation which would be a high risk group. (Author/SDH)

Both forms of the Muller-Lyer illusion were presented to the normal and retarded subjects to determine possible changes in illusion strength in either or both forms of the illusion when age, amount of repetition, and IQ were varied. (Author/ED)

The author examines current techniques used to teach elementary school children how to analyze and compare. Emphasis is placed upon developing these modes of mental activity while teaching biological concepts. (DE)

Attempts to clarify the basis for the unusual responses to observed movement by 7-year-old children, as compared to adults, discovered by Olum. Subjects were 40 first and third graders. Results indicate that these responses are genuine and that they go through a developmental evolution. (SDH)

Confirms the hypothesis that meaningful verbal instruction will be most efficient when it proceeds from the general to the specific, from the superordinate to the subordinate. (RB)

Discusses the use of natural materials to enrich the learning of hospitalized, emotionally disturbed children. (SDH)

Shows a cultural influence on children's conceptions of time and motion. Data support the contention that cognitive structure differentiation is primarily a function of experimental rather than innate or invariant factors. (Author/GS)

Vygotskian theory suggests that maturation and learning are not mutually exclusive; rather together they constitute development and are thus dependent on each other and interactive. The concept of the zone of proximal development involves determining two developmental levels of mental functions for each learner--the actual and the potential…

The paper reviews theories of Lev Vygotsky, founder of the Soviet school of cognitive developmental psychology and an architect of Soviet defectology, the discipline concerned with physically and mentally handicapped children. Three of his basic concepts are explained: (1) "cultural" versus "natural" mental functions; (2)…

The study investigated short-term effects of a cognitive education program (the Instrumental Enrichment program) on school-related behaviors of 197 mildly retarded, emotionally handicapped, and learning-disabled students, compared to 127 controls. Hypotheses were that Instrumental Enrichment (IE) students would show improvement in cognitive…