Evaluates the CHEM study topics of kinetic theory of gases, phase changes, chemical bonds, and equilibrium as to the level of cognitive development required for an understanding of each subject. Advocates an assignment of topics within the range of a student's cognitive ability in an individual study format of instruction. (CP)

The ability of preschool and 8-year-old children to recall the spatial location of an event was assessed in three experiments in which familiarity, differentiation, and foreknowledge were controlled. Data were interpreted in terms of Piaget's theory of spatial representation development. (GO)

A model for sequencing intellectual skills through the use of learning hierarchies is provided. Applications of this model to social studies education are included. (DE)

Analyzes selected aspects of Piaget's theory of cognitive development and offers guidelines for primary social studies curricula based on the analysis. (CM)

The inclusion of probability in the school curriculum is argued to be justified on mathematical, psychological, and social grounds. Contemporary teaching approaches are suggested as sufficient. (MP)

Philosophy and social studies instruction meet in areas of clarification of meaning, examination of beliefs and values, and establishing claims for grounds to knowledge. Suggests ways to use philosophical and critical thinking to foster cognitive growth in students. Presents a sample lesson which integrates critical skills, philosophical thinking,…

Borrowing freely from Freud, Piaget, and others, this article compares and integrates primary (emotional) and secondary (intellectual) process according to seven distinct but overlapping structures: (1) weight; (2) pathways; (3) time and space; (4) operational dialectic; (5) sources of energy; (6) morality; and (7) historical antecedents. Primary…

Describes children's reactions to chance and probability in a variety of experimental situations, using four different experiments from Piaget's work, to give a clearer picture of how children approach these ideas. (GA)

Advance organizers may fail to promote learning even though they are approximately related to the main learning experience and internally meaningful and logical. If they are to optimize the likelihood that new materials will be readily and properly subsumed, they must also be constructed to conform to the cognitive preparedness and scholastic…

Discusses Novak's views that Ausubel's meaningful learning can become an alternative to Piagetian psychology and argues that Ausubel does not provide a theory that can be an alternative to Piaget's developmental psychology. (HM)

Adolescents were administered classical and practical moral dilemmas. They were asked to judge the actions of others (judgments), and to reach a personal decision and justify what they would do (deliberation). Stage of moral reasoning for deliberation on practical dilemmas was lower than moral judgment on classical dilemmas. (Author/RD)

This article examines and discusses differing levels of accuracy in the communication of feelings provided by teachers in the classroom, and the effect upon development. The findings suggest the need for school personnel to acquire increased skills with regard to interpersonal communications in an effort to maximize student development. (LPG)

Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

It was found, as expected, that the number of subjects giving conservation responses did not reach 50 percent until age 12. Schooling did not seem to be a major factor in accelerating the attainment of concrete operations. Social class and urbanization had an effect on several tasks. (Author/AM)

There are numerous and complex events taking place during brain maturation that provide the biologic underpinnings of learning and behavior. (MM)