Children between ages 9 and 13 were tested for recognizing and remembering words from 6- and 12-word lists. Developmental functions showed different growth patterns for remembering the items in a short list than for remembering order, and different patterns for storing items from a long list, than for retrieving them. (Author)

The author reviews cognitive-behavioral approaches to the training of intelligence in the retarded. A proposed structure of intelligent behavior is presented that serves as the basis for classifying the intended foci of the various training programs. (Author)

Nine experimental conditions were partitioned into three experimental designs. A total of 576 children, drawn in equal numbers from kindergarten, second, fourth and sixth grades, memorized a 32-pair list of common nouns by the study-test recognition procedure. Among the results, in the storage phase of task performance an increasing superiority of…

A procedure for evaluating the Genevan stage learning hypothesis is illustrated by analyzing Inhelder, Sinclair, and Bovet's guided learning experiments (in "Learning and the Development of Cognition." Cambridge: Harvard University Press, 1974). (Author/MP)

Results of a study involving 15 normally hearing and 15 hearing impaired 12-year-olds supported the cognitive basis of a language development curriculum for hearing impaired children. (CL)

Research on the relationship of cognitive processes and hemispheric specialization is reviewed. Considered are findings concerning dichotic listening, tachistoscopic image presentation, electroencephalographic responses, conjugate lateral eye movement, and creativity. (CL)

The Matching Familiar Figures Test was administered to 8- to 9- and 10- to 11-year-old learning disabled (N=30) and normal (N=30) boys. Time and error data were analyzed separately and in combination to yield two additional variables: impulsivity and efficiency. (Author)

The author considers definitions of "aesthetic," especially that offered by Woodrow Wilson in his essay on Adam Smith. Her major contention is that too much of aesthetic and other education is not very aesthetic, for it does not excite both senses and intellect nor develop the ability to generalize. (Author/SJL)

Ericson erred in his application of the Laudan model to the interpretation by Nicolayev and Phillips of Kohlberg's research program.

A thinking skill-oral language-reading continuum for hearing impaired students is described. (CL)

Discusses Jean Piaget's information-processing model of cognitive development. (FL)