The ability of children of 3-5 years to acquire mediated solutions to conceptual problems and to execute rapid reversal shifts within these concepts suggests that their problem solving capacity is not necessarily limited to simple associative responses. (Authors)

Lower-class children required significantly more training task repetitions to learn a conservation task than did middle-class children. (Authors)

Purpose of the investigation is to describe the multidimensional haptic classification system in its simplest form and demonstrate its functioning in the haptic recognition of everyday physical objects. (Author/MB)

Describes an economic unit for first graders prepared by students in a social studies methods course at Ohio University in Athens. States seven economic concepts which were identified as being within the understanding of first graders. (Author/DR)

This study investigated mathematical behaviors on inequality tasks using two alternative response measures in preschool subjects. (Author)

Assesses the ability of preschool children to attain an unverbalized concept of category" when subordinate skills were directly trained. (Author/CP)

Takes issue with the widely-held notion that urban black children are verbally deprived. Slightly revised version of a paper presented, in part, at the Georgetown University 20th Round Table, Washington, D.C., March 1969. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)

The reciprocal processes of concept formation in terms of what the student does and concept teaching in terms of what the teacher does. (Editor)