The major purpose of the study is an attempt to clarify some of the issues involved in the theoretical controversy that exists between Piagetian and American-Soviet positions. (Author)

The perceptual set and misinterpretation hypotheses about children's errors on the class inclusion problem were examined in two experiments involving first, second, and third grade children. Previous evidence in support of the hypotheses is presented. The results of the experiments do not support the previous evidence and hypotheses. (Author/SDH)

Recent surveys have shown that pupils find the topics of esterification and condensation difficult. Reasons for the difficulty are not clear. Described is research designed to determine where the difficulties were visual or conceptual in origin. (RH)

Progress is now being made toward ascertaining the specific effects of rearing conditions on brain and behavior, the properties of the environment that contribute to these effects, and the developmental periods in which brain tissue is most sensitive to environmental modification. (Author/RH)

Examples of topics and problems which demand Piaget's formal operational thought at an early stage in the secondary school are provided. (DT)

Author argued that children can catch up on basic cognitive skills surprisingly late and calls for changes in educational practice to help them do it. (Editor/RK)

Young children usually prefer to classify objects on the basis of shape rather than color. The present study explored this phenomenon with a stimulus matching test and a component selection test. (ST)

Preschool children were tested for their understanding of the use of definite and indefinite articles in 2 kinds of story-telling tasks. (ST)

The development of the ability to associate numerals with sets of appropriate size was studied in children, ages 4 to 5-1/2. (ST)

Investigates socioeconomic influences on conceptual development (classificatory behaviors) of third and sixth grades. (DP)

A broad literature review revealed that younger children are more likely to categorize objects along complimentary dimensions than older children who tend to categorize according to similarity. This developmental change is discussed in terms of etiology--internal organismic changes or environmental changes. (DP)

The component selection procedure developed by Hale and Morgan was used to assess children's use of selective attention at six levels of learning ranging from undertraining to overtraining. This function was examined at each of ages 4, 8, and 12. (SBT)

The development of the ability to use taxonomic, phonemic and sense impression categories as dimensions of encoding was investigated using third and fifth graders and college students. (ED)