It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

Author has misgivings concerning the sudden thrust of individualized learning and suggests that a balanced approach between the traditional and innovative methods should prevail. (Editor)

The author argues that "to answer certain research questions the individual student (rather than the classroom) is the proper unit of analysis." Appended are approximately 38 references. (Author/AK)

Indicates each individual has a unique genetic history that determines much of his potential for excellence in a field. Educational programs should be planned with consideration of these individual variations. Instead of formulating plans for groups of people, concentration should be given to individuals in a group. (PS)

Examines children's word perception demonstrating the role of Piaget's perceptual development formation and individual aptitude differences in problem solving strategies. (MM)

India has been accustomed to following Western educational psychology theories; the author suggests that Russian theories are more compatible with India's present situation, and gives examples. (SP)

Develops thesis that teacher differences are the most important variables in student learning--that if a student is not doing successful work, it is because of poor instruction and ineffective methods. Several teacher characteristics are examined as illustrations. (JES)

Reviews past trends of services to school children, labeled initially as attendance services, but to envision future levels of these services. (Author)

Author discusses the different contexts in which the concept of state is used, drawing on examples from her own research with newborns. (MB)