Study compared the relative power of the Taxonomic, Semantic Differential, and Sense Impression categories in the recall behavior of children. (Authors)

Contains a systems analysis of the Mankind-Education System and a block-diagram model of this system. (DD)

Each speaker-hearer commands a language system that he uses unconsciously as he speaks and writes. Discovery of the rules underlying that system shows the futility of some accepted teaching practices and suggests other approaches. (Author)

The possible interaction between age-relevant facilitative instructions and the occurrence of phonetic and semantic generalization was investigated. (Author)

Author's discussion is based on the following assumptions: (1) the greater the degree of correspondence between the student's language and his world, the greater are his chances for sanity and survival; and (2) creativity consists of seeing new relationships, forming new organizations, or building new cognitive structures. (Author/MB)

The problem in the present study was to produce a description of the logico-semantic relations which define the semantic spaces of children and to indicate how these spaces change over time. (Authors)

Research supported by a Public Health Service Research grant. (VM)

Preliminary version of this paper was given at the 1968 winter meeting of the Linguistic Society of America, New York City, based upon work supported by the Office of Education as a Cooperative Research Project. (VM)

Stresses teaching students to read critically and discusses the topical, semantic, and structural factors which affect the reader's ability to distinguish fact from opinion. Bibliography. (RW)

Comparison between relational concepts and word definitions coincided with lower levels of thinking, and abstract definitions with the highest level. (Author)