Stresses the development of complex cognitive processes during adolescence and sees the challenge of the curriculum in the question of greater match between the learner's cognitive level and the material to learned. (JOW)

Presents a picture of future reading instruction conducted instantly through "brain language" and special devices. (FL)

Recognizes and praises the research of Margaret Donaldson for what it reveals about children's thinking and highlights three central contributions of her work to the understanding of children's language learning. (HOD)

Suggested are activities that might stimulate cognitive thought in students and which can be performed both in school and at home. (EB)

Two experiments compare listening and reading comprehension of sentences which follow Minimum Distance Principle and investiagte effect of composition of an experimental presentation list on performance. Implications for assessment of development of language competence are discussed. (Author/HS)

Tries to overcome deficiencies in devising and testing indices of syntax by synthesizing the insights of both American and English research and testing the syntactic aspect of Bernstein's elaborated and restricted codes with a large, systematically classified sample of Australian schoolchildren. (Author/RK)

Describes a study showing that mentally retarded children and mentally normal children do not differ fundamentally in cognitive development within the framework of a particular cognitive training. (Text is in French.) (AM)

Students were pretested, then 27 first graders were trained using a highly verbal procedure emphasizing class addition activities. On posttests, trained subjects significantly improved their class inclusion and number conservation scores, but no effects were found for substance conservation or transitivity. (DT)

Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)

Sensory thinking is the process of bringing experienced aspects of the child's world into his focal awareness, usually through a medium such as language. (Author/IRT)

American thought has contained a strong metaphysical bias favoring a realist interpretation of the world, and this has led to the assumption that facts possess ontological status, however, facts are segments of human experience and students must acquire conceptual tools for extracting factual data from experience. (JD)

Children at three age levels were administered Schutz and Keislar's word-span task using nouns, verbs and functors as stimuli. (Author/RM)

This commentary refers to a recent paper (1975) by Sayer and Ball in this journal concerning the relationships between formal operational thought and science achievement, and requests additional information on the representativeness of the sample and the performance of boys and girls on the Piagetian tasks. The requested information is provided.…

The article highlights some of the areas of ongoing research that are crucial to achieving smooth and productive cognitive and linguistic development for the young hearing impaired child. (Author)

This is a detailed review of studies of extinction of Piagetian concepts, stressing that interpretation of such research is complicated by methodological problems, some avoidable, some intrinsic to the extinction paradigm; and that this paradigm retains the potential for contributing important information about the nature of concrete-operational…