An example is used to illustrate the four levels: rote, observational, insightful, and formal. (MP)

This paper describes six experiments performed to investigate elementary school childrens' understanding of a proportionality concept, the concept of fullness. (CM)

The dangers of a sociobiological approach to the problem of mind are discussed. (Author/AM)

Twenty-eight educable mentally retarded (EM R) children participated in an 8-week training program on choosing the best alternative. (Author)

Examines Piaget's theory of cognitive development with particular reference to the teaching of chemistry in the secondary school. Concludes that the theory has many fundamental weaknesses, with respect to analyzing curriculum materials in terms of levels of thought and should not be used as the basis for course assessment. (GA)

The author presents a discussion of (1) the development during childhood years of a concept about death; (2) seriously ill and bereaved children in the school setting; and (3) death education in the schools. (MJB)

Reviews research on the relationship between creative dramatics and language development, cognitive development, and attitude change. (DD)

A study of eighty Canadian kindergarten children showed that discrimination of similar letters was more difficult than distinctive letter discrimination, irrespective of training format or mode of testing. (MJB)

Analysis of primary process thinking of the same children at kindergarten level and at grade four revealed that amount of primary process thinking was relatively constant with development, contrary to predictions based on psychoanalytic theory. However, drive related ideation increased and formal deviations of thought decreased in quality and type…

Lists symptoms of developmental difficulties and agencies that offer public services to exceptional children. (SB)

Argues that five stages in the development of self concept can be recognized with a different type of self esteem being appropriate to each stage. The stages are: the dynamic self, self-as-object, self-as-knower, self-as-intergrated-whole, and the "selfless" self. (MS)

The comprehension of big, little, and same number and the production of relational terminology was assessed in 168 preschool children. (Author/BD)

Describes two studies of brain hemisphere development which indicate children retarded in the functions of one hemisphere may not be retarded in the functions of the second hemisphere. Suggests that the left hemisphere functions may inhibit some right hemisphere functions. (SL)