Discusses the meaning of accountability and its implications for the child, who becomes involved in educational programs that are designed as a result of that evaluation process. (RK)

Before long, the lines of demarcation between studies of cognitive development and studies of social development will have been blurred beyond distinction. Students will no longer identify themselves as studies of intellectual development or students of social development. (Author)

Piagetian and other tasks involving basic processing skills judged relevant to learning mathematics were used to establish baseline data on the capabilities of young children entering school. Some of the problems that involve specific attempts to improve such basic abilities were discussed. (JP)

Normal and retarded children's use of color, number, length and continuous quantity as attributes of identification was assessed by presenting them with contrived changes in three properties. Surprise and correct memory responses for color preceded those to number, which preceded logical verbal responses to a conventional number-conservation task.…

On the basis of these findings, both the measurement techniques of previous studies and Piaget's analysis of seriation are challenged. (Author)

Argues that the adoption of the bureaucratic structure, with its concomitant values, has proven to be incompatible with both intellectual and human development, that a learning environment that promotes simultaneously both intellectual development and humanism must be created, and new forms of organizational structure to achieve goals currently…

The author maintains that IQ is largely heredity and rejects compensatory programs as failures, suggesting other interesting avenues to close present social gaps. (Editor)

Study lends support to the view that the problem with left-right stems from the imperfect mastery of the basic discrimination, not from an inability to deal with the logic of relational concepts. (Author/CB)

It is suggested by this study that increases in moral judgment scores with age are related to increased generality of cognitive functioning. (Editor/CB)

The Concept Assessment Kit Conservation test was administered to 250 children from 6 countries. Results indicated that the age trends in conservation development for both males and females are fairly consistent from culture to culture. (DM)

It is suggested that altruism is a multidimensional concept and that in the young child its expression may in part reflect differing levels of cognitive development. (Authors)

After practice in making cross-section cuts on four solids, 90 sixth-, eighth-, and tenth-graders were tested on ability to select appropriate drawings for designated cross sections. Sixth graders had significantly lower mean scores than upper graders; boys scored significantly higher than girls; lower-ability students generally scored lower. (MS)

The author advocates the incorporation of a science program designed to recognize cultural differences and to develop process skills in children in developing countries. (CP)