The study of blind children's (ages 3-9) memory of objects was invested with personalized meaning related to previous encounters with the objects. The language they used reflected that experience and their form of mental representation rather than their knowledge of the language used by sighted people. (CL)

A pilot study in which four postsecondary students with learning problems participated in sessions modeled after R. Feuerstein's theory of cognitive modifiability (instrumental enrichment) indicated the potential power of the Feuerstein method to improve learning disabled students' cognitive skills. (CL)

Collections, the referents of collective nouns, differ from classes in how membership can be determined, part-whole relationships, internal structure, and the nature of the higher order units they form. Three experiments dealt with these differences as related to the concept formation of primary school children. (BW)

Describes various research projects pertaining to the permanence of intellectual retardation brought on by malnutrition in young children. Concludes that there is strong encouragement for complete intellectual rehabilitation of the malnourished child if intellectually rich environmental settings are available to the child. (SL)

Competing explanations of the beneficial effect of spacing in retardate discrimination learning were tested. Results are inconsistent with consolidation and rehearsal theories but support the prediction of the Geber, Greenfield, and House spacing model that forgetting from short-term memory facilities retardate learning. (Author/SB)

This paper suggests that all life is polar because polarity is the underlying context of life. The idea of polarity is based on two halves that originally belonged together to form a whole. These two halves are constantly trying to come together to regain their wholeness. The philosophical view of crisis presented in this paper is that the…

This article was intended to show some of the links between Kohlberg's and McPhail's theories of moral education, one based his theories on the cognitive-developmental approach, the other on the social learning theory. As well, some comments on the Lifeline programme were offered. (Author/RK)

This discussion is based on the premise that a significant proportion of school learning is emotional or affective and that much of this learning is in the form of classical conditioning or respondent learning. (Authors/JA)

A study of the political socialization of the young. Attempts to identify the important elements in socialization that help to account for the class of political sophisticates and actives known as ideologues. (Author)

Children 5 to 11 were given Piagetian spatial perspective tasks in a study of the development of egocentrism. Results indicated a more complex development of egocentrism than earlier Piagetian studies have suggested. (ST)

Use and understanding of dimensional language facilitated conservation. (ST)

Groups of middle-aged and elderly women were compared on problem solving behavior. Results indicated a decline in the use of classification skills among the elderly and an inability to use constraint-seeking questions. (ST)

Authors offer an explanation of the psychological and philosophical positions underlying aspects of educational progressivism. (Editor)

Article describes cognitive stimulation as a system of intrinsic motivation which draws upon neo-behavioral, cognitive, and information-processing theories and upon a body of related research. (Editor)

Answers to questions in a grade 11 physics examination were analyzed to provide information on the cognitive development of Australian science students. Data from questions concerned with volume, mass and weight, levers and proportion, speed and velocity, acceleration and relative speed are compared with Piaget's findings: many of the students do…