Discusses the Piagetian stages of cognitive development and their significance to the science curriculum. Refers to research that indicates that a number of concepts incorporated into the Nuffield O-level physics and chemistry curricula come too early in the courses, before many students have developed sufficiently to deal with them. (JR)

Describes a public school program for educating 5-year-olds that emphasizes the children before the subject matter, looks at how and what the children learn rather than how and what the teachers teach, creates more open classrooms, fosters interaction within the school and between school and community, and achieves a greater commonality of purpose…

This study examined a category-induction'' manipulation which focused the attention of 40 preschoolers on categories through discussion and through spatial arrangement of items. This manipulation induced children's use of category questions. (ST)

This study is aimed at trying to discover the isolable characteristics of intelligence, of the kind of mental processes which result from it, and of the relationship between intelligence and the formation of concepts. (Author)

A discussion of an early childhood education program now in its fifth year concludes that home environment disadvantage can be decreased and that a school effort that includes parents as partners is an important and attainable goal. (ST)

A study of developmental aspects of selective attention and task-related strategies of attention in 2nd and 6th graders. Age differences were found and interpreted as reflecting the development of flexible as well as selective attention strategies. (DP)

For meaningful learning of mathematics, a learning set is required which demands that all things accepted as true should be demonstrable in terms of a paradigm appropriate to the child's cognitive development: preparatory, concrete-particular, concrete-general, formal-abstract. Future teachers should experience all paradigms to become aware that…

For forty years, the nursery school movement has emphasized play as part of the socialization process, but in the past few years, much research has been aimed at the question of stimulating cognitive development in the preschool years, especially for culturally deprived children. (Author/CB)

Author evaluates Christopher Jencks's book, Inequality, in which Jencks's concern is almost completely with the efficacy of education as a means of reducing inequality, particularly income inequality, as a characteristic of our society. (Author/RK)

The conclusion from these results is that while prenatal anomalies or an impoverished home environment may retard development, in the majority of cases the environmental conditions fall within the limits of sufficiency that permit the genetic blueprint to determine the course of infant development. (Authors)

Results are discussed in terms of cognitive growth, the psychoanalytic notion of ambivalence, the role of stimulus context in eliciting laughter or fear, and a possible adaptive, stimulus-maintaining function of laughter. (Authors)

Presents a basic examination of non-physical mental acts as educational objectives. (Author)

Describes briefly the basic principles of humanistic psychology in contrast with behaviorism and Fraudianism. Presents some guidelines for science educator's use of humanistic psychology in the classroom. (PS)

Paper offers teachers some strategies and ideas they might use to help students in their valuing process. (Author)

Article describes results of a clinical study of teen-aged boys living in a residential halfway house for socially disturbed youth, prototypes for changing their life styles, and implications for occupational therapists as interventive treatment agents. (Author)