Research conducted in several countries has shown consistent patterns of performance on "change,""combine," and "compare" word problems involving addition and subtraction. These findings are interpreted within a theoretical framework which emphasizes development of levels of word problem-solving ability related to…

Provides a general overview of the central issues involved in the study of children's attention to television. Concludes that three factors may have a significant impact on a child's pattern of attention: television stimulus attributes, the child's level of cognitive development, and the nature of the viewing environment. (PD)

Offers an instructional approach to increase students' ability to employ mathematical operations as a means of physical measurement. (Author/JN)

An interview/observation schedule (Home Environmental Process Inventory), which assesses dimensions of maternal behavior, was administered in the homes of 15 learning disabled children. Children's role taking and interpersonal problem solving skills were assessed. Some maternal behaviors were highly correlated with children's social cognitive…

Reports results of a study examining the Piagetian stages of Italian secondary school students in which student responses to three puzzles were analyzed. Compares results with studies done in the United States and the United Kingdom. (CS)

Traces, through an autobiographical format, the development of a model for teaching urban studies in the primary grades which addresses eight different features including cognitive development, first hand experience, key concepts, and multidisciplinarity. Provides concrete examples of how the model may be used in practice. (DC)

The learning of categories by six severely handicapped students (8 to 18 years old) was measured within the context of manual sign training. As expected, results supported the best example theory of categorization which suggests that some objects are more representative of their category than others. Implications for classroom material selection…

An examination of studies concerning the functional organization of languages in the bilingual brain discusses several variables. Factors that may contribute to the organization of language include age, language proficiency, literacy, reading skills, type of script, language specific factors, social acculturation, teaching method, and style. (CJ)

An analysis is made of the reciprocal relationship between play and three areas of interaction between the brain and human development: (1) the affective characteristics of play and the brain; (2) developmental theories of cognition and play; and (3) creativity as a continuation of the brain's need for play. (JN)

Three media used in a longitudinal, cross-sectional investigation to determine the rate of artistic development in young children were clay modeling, drawing, and storytelling. The most significant result of the study reveals that artistic competence does not proceed upward across all media as the child matures. (JN)

Research findings indicate that children who are unpopular with their peers play in less emotionally mature cognitive and social ways than do children who interact well socially. It is suggested that noncompetitive play in familiar environments may promote a behavior change in unpopular children. (JN)

In this study with four sections of preservice teachers, both spatial visualization and cognitive development correlated significantly with achievement. However, in an analysis of variance, only cognitive development was significant, and no interaction was found. Spatial visualization was greater at the end of the geometry course than at the…

The Learning about Learning organization attempts to help children find and use their personal style of learning. Through creative arts activities, self-understanding and creative problem solving are fostered, and the relevance of arts skills to all areas of the curriculum and to daily living is demonstrated. (SK)

Reviews some better known Piagetian scales; analyzes and compares Piagetian-based and conventional intelligence measures. Reviews research comparing the two methods and examines whether racial groups' performance differs on Piagetian measures. Discusses the implications of Piagetian assessment procedures for school psychologists. (Author/RC)

Presents a true-false quiz and lengthy answers on current and emerging findings in school law and educational research. Focuses on the principal's responsibility for improving instruction. (Author/WD)