Second grade children were pretested for the ability to conserve, after which conservers were paired with nonconservers. Pairs were then instructed to resolve their opposing answers on the conservation tasks. (JMB)

Teachers should provide more real experiences for children rather than vicarious ones, in order to allow children's cognitive structuring processes to develop.

The role of linguistics and its importance in the areas of cognitive development, psychology and semantics is discussed. (DEP)

Suggests that students who reason with only concrete thinking patterns may become formal thinkers through the use of the following instructional pattern: (1) the introduction of an undifferentiated whole, (2) differentiation of the whole through concrete experiences, (3) invention of symbolic notation, (4) application of concepts which lead to…

The author identifies two operations, "dump" and "play", that take place in human communication and analyzes the communication efforts of young children (prior to age 8) in terms of the limitations in cognitive development that govern their communication. (Author/LS)

Individuals may be able to exert considerable control over their perceptual experience and environmental awareness by deliberately varying their "cognitive sets" - plans for selecting and processing information. This theme is explored and a research project, which included eleven experiments, on the effects of cognitive sets is reported. (BT)

A model for matching teaching strategies to student learning styles is intended to take seriously the issue of student needs. A variety of educational arrangements for implementation of matching are considered as well as some issues raised by such implementation. (Author/JH)

Some ways in which a young child becomes involved in exploratory activities, seeking to become acquainted with his world, and how these experiences involve science concepts are presented. Piaget's philosophy of learning is discussed with emphasis on the child's need for interaction for an open learning environment. (EB)

The ability of students in grades 1-12 to generate proofs of theorems in an unfamiliar, one axiom, abstract system was investigated. There were no significant differences in performance of two levels of secondary students; fourth- through sixth-grade students were also able to develop proofs, but needed more time. (SD)

Piaget's class-inclusion task was revised class-inclusion tasks were administered to 64 kindergarten and 64 first-graders. Each of the revisions enhanced performance as compared with Piaget's standard procedures. These results are considered in terms of two possible interpretations. (Author/SDH)

Empirically describes the relative development of perceptual and conceptual understanding of left-right, back-front, up-down projective relationships between objects and provides a heuristic model of the cognitive processes involved in coordination of perspectives tasks. (Author/ED)

In a test of cognitive consistency across cultures, balance scores showed significant differences between Greek and American subjects and between males and females in both cultures, differential across tasks. Implications for consistency theory in general are discussed. (Author/EH)

This article discusses some of the important components of play. (PD)