Commonality in culture, environment, home influences, does not produce commonality in intelligence. Suggestion offered that genetics may be overriding faction. (Author)

Results of multivariate prediction of reading achievement and intellectual development from observability of varied types of intellectual functioning indicate need for examination of priorities of various activities in the first grade curriculum. (Author)

Through consultation about classroom verbal interaction, the counselor can help teachers realize the extent to which the affective domain is overlooked in the classroom and can demonstrate techniques and procedures for dealing with students' emotions that should enhance learning efficiency. (Author)

A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)

Deals with biologically based sex differences in early childhood. Strategy is to assume that the earlier a particular behavioral difference appears in the life cycle, the more likely it is influenced by biological factors. Such biological influences may lead to differences in fear, cognitive functioning and variability between boys and girls.…

Concerned with the intellectual development of women and suggests that its principal determinants are biologically rooted potentials, parent-child relationships and both parent and subtle cultural reinforcement. (Editors)

An experiment was conducted to confirm that egocentrism demonstrated in Piaget's 'three mountain' experiment was more a function of experimental design than of children's thought. (Author)

Reviews the nature of the spiral approach in the teaching of mathematics and illustrates its use with an example of teaching place value by presenting eight different expressions of this concept. The spiral approach involves building an idea, concept or an algorithm at different times in different manners. (PR)

Summarizes and evaluates a preschool program for three and four year old children coming from a deprived background and with scores of 85 and under on the Stanford-Binet scale. (JM)

Contrary to Piaget's predictions, adolescent retardates and 9-year-old normals were more susceptible to the Oppel-Kundt Illusion than high school sophomores and adults. No group differences were found on the Poggendorf Illusion. (MH)

It was concluded that the assumption of diminished problem solving capacity in suicidal adolescents is correct. (Author)