Piagetian tasks varying in complexity were administered to elementary school children in grades K-3. Differences between the attainment of similar concepts occurred when the tasks required different types of inference patterns, had different goals, or involved different percepts. Discusses curriculum implications. (AL)

Study concerned with the effects of procedural differences on the classification of geometrical stimuli. (Author)

A review of 25 years of Piagetian research in intellectual growth as it pertains to the learning and understanding of mathematics and implications for teaching. (MM)

Article discusses the importance of the development and change in philosophy of teacher preparation programs. (MM)

Study was designed to obtain cross-sectional data on the level of cognitive development of three age groups. (Author)

The development of multiplicative classificatory skills in children between 4 and 9 years of age was investigated by means of two forms of the matrix-completion task. (Authors)

Although there was an increase in the proportion of students using the logical principle of exclusion" from grades 7 to 9 to 12, there was little relationship with IQ and socio-economic measures. (AL)

Results of this investigation support the view that operating class inclusion requires coordination between logical intension and extension, a process which can be facilitated through training. (Author/WY)

Performance in cognitive tasks involves two distinct processes; acquisition of knowledge and cognitive control over knowledge already acquired. A conceptual and analytic framework is presented which allows for the disentanglement of knowledge and control, and for the quantification of each. (Author)

A summary of the adolescents' perspective of government, individual rights, crime, and power through his middle years" of development. Concepts range from a utopian ideology to complete naivity and vague misconceptions. Characteristic attitudes reflecting nationalism are found among young citizens of Britain, Germany, U.S. (JB)

Following nutritional recovery from severe protein-calorie deficiency, 20 young children evidenced a retarded level of categorization behavior compared to a control group of 19 adequately nourished children from similar socioeconomic background. (NH)