Three major conclusions: First, the economic attitude scale does measure something other than economic knowledge, although it is not independent of knowledge; Second, economic conservatives seem to enter the introductory course knowing more economics; Third, no systematic bias appears in the TUCE in favor of either liberal or conservative when…

Little evidence is provided for cognitive changes in children over the last 70 years. (Authors)

An examination of cognitive development with implications for teaching and curriculum construction. (HS)

The present findings suggest that never" as a response and very often" as a response are mediated by different underlying processes, at least between the ages of 8 and 17. (Author/WY)

Discusses the dyslexic as having problems in translating concrete perceptions inherent in the spoken word to static and abstract representations of the printed page. Sequencing also offers a major challenge for the dyslexic. Improved understanding of the disturbance may lead to new treatment procedures. (CJ)

Describes instructional techniques derived from the Piagetian tests for determining the stage of cognitive development of a child. Examines the principle of reflection and conservation of quantity. (AL)

Analysis of Old Times on the Mississippi," an autobiographical piece that reveals Twain's effort to understand the process that enables a man to grow emotionally and intellectually." (Author/SP)

Article describes results of a longitudinal study on measuring intelligence of infants. Results cast serious doubt on the notion of measuring general intelligence in the period of infancy. (PS)

Article gives a brief history of intelligence testing and enters a plea for a better use of testing to meet the individual needs of students. (GB)

Article suggests methods of teaching so that the student not only learns how to think, but learns how to think about life itself, especially himself. (Author/MM)

Investigation of the learning process has led to many theories and some systematic knowledge. The question of how to design instruction to promote effective learning and the subsidiary question of the behavioral controls involved are examined in the light of known facts about the major categories of learned capabilities. (Author/TS)

The purpose of the article is to examine the developmental theory of intelligence as it was dealt with by Piaget. (Author)