Article discussed the fact that children do not always learn what their teachers consider important, and also the problem that adults must understand somehow how children's minds work if they are to teach them successfully. (Author/RK)

Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)

Attempts to replicate Inhelder-Piaget results showing that a formal operational thinker uses all 16 binary operations of truth-functional logic. Results of present study suggest that the quality and complexity of usage of operations (as opposed to quantity) increases with age. (DP)

A presentation of arguments demonstrating piaget's sensorimotor stages in Hebb's terms, and the suggestion for performing a computer test. This paper is an early progress report of an attempt to translate some plausible arguments into a rigorous demonstration. (Author)

Elementary school children were tested individually on their learning of mathematics and on Piagetian tests of concrete operations. Younger children were found to be inferior to older children in their success on learning tasks. (ST)

Discusses the Piagetian stages of cognitive development and their significance to the science curriculum. Refers to research that indicates that a number of concepts incorporated into the Nuffield O-level physics and chemistry curricula come too early in the courses, before many students have developed sufficiently to deal with them. (JR)

Describes a public school program for educating 5-year-olds that emphasizes the children before the subject matter, looks at how and what the children learn rather than how and what the teachers teach, creates more open classrooms, fosters interaction within the school and between school and community, and achieves a greater commonality of purpose…

This study examined a category-induction'' manipulation which focused the attention of 40 preschoolers on categories through discussion and through spatial arrangement of items. This manipulation induced children's use of category questions. (ST)

This study is aimed at trying to discover the isolable characteristics of intelligence, of the kind of mental processes which result from it, and of the relationship between intelligence and the formation of concepts. (Author)

A discussion of an early childhood education program now in its fifth year concludes that home environment disadvantage can be decreased and that a school effort that includes parents as partners is an important and attainable goal. (ST)

A study of developmental aspects of selective attention and task-related strategies of attention in 2nd and 6th graders. Age differences were found and interpreted as reflecting the development of flexible as well as selective attention strategies. (DP)

For meaningful learning of mathematics, a learning set is required which demands that all things accepted as true should be demonstrable in terms of a paradigm appropriate to the child's cognitive development: preparatory, concrete-particular, concrete-general, formal-abstract. Future teachers should experience all paradigms to become aware that…

For forty years, the nursery school movement has emphasized play as part of the socialization process, but in the past few years, much research has been aimed at the question of stimulating cognitive development in the preschool years, especially for culturally deprived children. (Author/CB)