Reviewed are research studies published in Eastern Europe evaluating the theories of P. Galperin regarding cognitive development in early childhood. (DB)

Discusses children's concept of number and number operations and describes activities which help to develop number concepts and skills. (JP)

Paper presents a two-fold operational partition of the structures involved in characterizing instructional knowledge. (Author)

Investigated developmental trends in part-whole perception. The effects of the whole on the perception of small parts was greater at the kindergarten level than at the 4th grade; and there was a change in the perception of the parts so that they came to look like the whole in shape. (DP)

Conservation in congenitally blind, blindfolded and sighted elementary school students indicated the order of acquisition of various types of conservation was constant. (ST)

Blacks and whites did not differ significantly on any of the cognitive scales between two and five and a half; between six and eight and a half, whites scored about one-half SD higher. Blacks scored significantly higher on Motor Scales at ages four-five, but there were no differences at other ages. (Author)

To demonstrate a relationship between rate of habituation and complexity levels, 11-week-old infants (N=51) were each given a rate-of-habituation and complexity-level test. Rapid habituators looked longer at complex patterns. Irregular habituators responded randomly to tests or resembled slow habituators in terms of complexity preferred. (ST)

Article discusses the defining characteristics of aesthetic experience. (Author/RK)

The impact of sociocultural change upon age differences in adult cognitive behavior was studied. Results indicated stability of cognitive functioning throughout most of adulthood. Decrements found in other studies may be attributed to cultural change factors. (ST)

Discusses the emergence and early development of symbolic functioning in children engaged in nonverbal, expressive activities. Concludes that symbolic functioning must be considered in the affective as well as cognitive sphere of development. Implications for educational practice and questions for further research are presented. (DP)

Results are discussed in terms of Piaget's concept of the parallel development of the cognition of the impersonal and interpersonal worlds. (Authors)

Ten techniques are described for encouraging the development of inner resources for the disabled whose achievement and interaction are limited. (MU)

Experiment designed to answer questions regarding the correspondence between concrete and abstract actions. (Author/CB)

Discussed is the alternative to universal primary education' proposed at the Bellagio Conference on Education and Development, May, 1971. (JB)