MIDDLE-CLASS, FIRST-GRADE STUDENTS (100) WERE TESTED INDIVIDUALLY ON 4 ITEMS OF CONCEPT OF ADDITION AND CONSERVATION OF NUMBER. THE TEST ITEMS WERE IDENTICAL EXCEPT FOR THE NUMBER OF OBJECTS INVOLVED. FOR EACH ITEM, TWO PILES OF CANDY WERE PLACED BEFORE EACH CHILD AND THEN MOVED TOGETHER. THE STUDY SHOWED NO MAJOR DIFFERENCE IN THE MEAN…

FACTOR ANALYSIS WAS CONDUCTED ON SEVERAL COGNITIVE ABILITIES IN AN EFFORT TO RELATE THESE ABILITIES TO TASKS OF CONCEPT ATTAINMENT AND INFORMATION PROCESSING. THE ABILITIES UNDER CONSIDERATION WERE DESCRIBED AS GENERAL REASONING, VERBAL COMPREHENSION, INDUCTION, DEDUCTION, SPATIAL SCANNING, PERCEPTUAL SPEED, ROTE MEMORY, AND SPAN MEMORY. ABILITY…

The study was undertaken to determine the possibility of a relationship between the selected traits of cognitive ability, conceptual development, emotional maturity, and perceptual-motor development in disadvantaged kindergarten children, since the knowledge of the relationship between traits might make it possible to strengthen a child's…

This is a 600-reference bibliography on the development of children's conceptions and artistic representations of God. References are presented in 12 categories: (1) The God Concept, (2) Concept Development, (3) Child Development and Developmental Child Psychology, (4) Religious Education, (5) Children's Religious Thought and Development, (6)…

Kindergarten and third grade children originally assessed in 1973 were retested one year later on a series of conservation and transitive inference tasks (length and weight content areas). An additional sample of matched cohort/grade subjects was assessed in the second year only to permit evaluation of repeat measurement biases for the…

The effects of slide photos on ideational fluency in 240 children in grades IV, VII and IX were studied. Children listed uses of tires and knives and similarities between potatoes and carrots, and cats and mice. It was reasoned that stimula which attract attention too closely to physical characteristics of objects directly under consideration…

This study investigates the cognitive and linguistic aspects of the concept of time which is assumed to consist of the components of order (0), simultaneity (S), and duration (D) as well as their coordination, i.e., coordination of order and duration (OD), and coordination of simultaneity and duration (SD). It was hypothesized that each component…

Three experiments tested the application to art of an hypothesis from the concept attainment literature, that conceptual learning is enhanced by providing multiple examples prior to test trials. Subjects were given discrimination tasks involving surrealistic and non-surrealistic paintings. The feature abstraction model proved inadequate in this…

College students, in three experiments, learned to recite a counting pattern in the base three number system. Although all subjects learned to a criterion of two errorless trials, learning with different rule systems resulted in different levels of understanding and performance on transfer tasks. (GDC)

The ability to recognize questions warranting uncertainty was effectively developed in 167 fourth to sixth graders. A three-year followup evaluation measuring transfer of these skills on hard and soft drug use confirmed that students had developed a skeptical analytic attitude, allowing them to ignore peer and parental dogma about drugs.…

Compares understanding of social studies concepts among 6th grade Navajo and Anglo students in four Arizona communities. Findings indicated that Anglo students' scores exceeded those of Navajo students for all concepts and tasks. Offers recommendations for increasing Navajo students' comprehension of social studies. (DB)

The popular arts in music, advertising, television, and movies reflect American culture as it is today, and the impact they make upon students can be an important factor in arousing aesthetic appreciation for art in all of its forms. (JD)

Argues that the teacher in his role as mediator of culture can do the most good (or harm) in creating acceptance for and affirmation of racial and cultural differences. Emphasizes the need to clarify the conceptual meaning of the role of the mediator of culture and to advocate education that is multicultural. (Editor/RK)