Although cognitive developmentalists explain moral stage progression in part by experiences of disequilibrium (cognitive disorganization, confusion, an anxious search for order), relevant data collected from 75 college students indicate that there is no difference in reported disequilibrium between those in moral transition and those not in moral…

Investigates the influence of logical skills (inclusion and seriation) on the degree and kind of semantic integration performed on remembered material among 47 third- and fourth-grade boys and girls and college students. (JMB)

Reviews theories of cognitive development to show that most basic writers are operating below the true-concept formation stage and have difficulty in "decentering"; suggests writing assignments based on inference-drawing to remedy the situation. (DD)

Reconceptualizes Kohlberg's theory and research on moral stages in the light of recent criticisms. A proposed revision describes moral development in adulthood as existential rather than Piagetian and restricts moral judgment in the standard stage sense to childhood and adolescence. (Author/SS)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Discusses the "neo-Piagetian" concepts of Juan Pascual-Leone which are present in Piaget's theory. The concepts presented are the repertoire of schemes, mental processing capacity, and field dependence-independence. (Author/SA)

The article reports results from field research on training exceptional children in methods of behavioral self-control--an effort that has developed from interest in the generalization and maintenance of behavior and from concerns raised by educational "humanists". (SBH)

Reviews two models of thinking and intellectual development: Scandura's deterministic model of structuralistic learning, and a generalization of Rasch's probabilistic latent trait model. Models are compared by means of two experiments with balance scale tasks. (RH)

Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

Five career education curricula were examined to determine the cognitive content for mildly retarded students and to identify levels of achievement as measured by performance of 295 retarded students on selected test items in the cognitive domain of career education. (Author/CL)

In order to test the hypothesis that the ability to form verbal concepts would increase with age, a test for verbal concept formation was developed and administered to 668 children between the ages of 4 and 9. By varying sentences that describe nonsense figures, 4 variables were systematically explored. (MS)

Eighty first and third graders were presented one of two brief videotaped social interactional episodes. Half viewed an unambiguous tape in which affective response was congruent with situational context; the other half viewed an ambiguous tape in which nonverbal affective response was incongruent with situational context. (MS)

Three experiments evaluated color specificity knowledge and related semantic effects on recognition memory. (Author/SB)

The findings of Piaget suggest that learning physics can help people achieve a series of four distinct but overlapping stages of intellectual growth as they search for patterns and relationships. (MLH)