Describes an empirical method of developing learning hierarchies by comparing success on each tested behavior with all other behaviors. Advantages, compared with validation of a particular logical hierarchy, are illustrated by application of density principles to prediction of flotation. (AL)

Describes the rationale and objectives of a Title III program in the Hartford, Connecticut, public schools. (RD)

The study was conducted to determine if the cognitive environment of the child from a high ability family could be classified as expansive or restrictive. It was concluded that mothers of gifted children have both styles available to them. The individual orientation of the high ability mother dictates the s tructure utilized. (CD)

Summarizes Piagetian developmental psychology, and describes a study in which trainee elementary school teachers administered Piagetian tasks to pupils. During this time the teachers were being instructed in the development of children's thought processes. Results support the continued use of the method. (AL)

Level of cognitive development was not significantly related to humor appreciation for either novelty or incongruity humor in 30 boys at each of three age levels: 5, 7, and 9. (WY)

Amount of parent-child interaction was related to social class, although variation within classes was found. Home activities were not significantly correlated with reading readiness or achievement. Research was taken from a doctoral dissertation done by Wilma H. Miller under the direction of Dr. Ruth Strang at the University of Arizona, 1967. (DR)

Suggests a non-static approach to preschool curriculum planning which would incorporate cognitive learning, while at the same time retaining important program aspects which pertain to the child's physical, social and emotional development. (NH)

Children who survive a severe episode of malnutrition early in life are handicapped in developing skills in reading and writing and are less able to profit from the cumulative knowledge available to man. This may lead to defective functioning, school failure, and subnormal adaptation. (DM)