Argues that there is a strong nonrational component in conceptual change, analyzing aspects of the nonrational or aesthetic that are part of the conceptual change process. Shows that the results of Posner et. al. ("Science Education" 66: 211-27, 1982) support this thesis. (Author/JN)

Responds to comments by West and Pines ("Science Education" 67: 37-39, 1983) on rationality and learning. Discusses two views of learning, distinguishes between what learning depends on and what it is, and offers distinctions between rational and nonrational factors in learning. (Author/JN)

The study investigated the basic concept attainment of 45 primary-level educable mentally handicapped (EMH) children who had been exposed to two to three years of classroom instruction. The study documented that primary-level EMH children have significant deficits in their understanding of the Boehm basic concepts. (SB)

The author provides an overview of a systematic process for developing proposals and describes the four major phases of concept development, proposal writing, funding agency review, and project operation. (Author/CT)

Clarifies various usages of the term 'concept' and reviews educators' specific views about certain concepts often discussed in educational research. Concludes that the proper strategy for philosophy of education is to clarify concepts and determine conceptual implications. (DB)

Found that preschool children can form abstract concepts of left and right which are not bound to the specific training context: children were able to generalize to new figures and to new spatial locations. The nature of the preschool child's left-right judgments is discussed. (Author/RH)

Discusses problems associated with the disciplinary status of speech communication stemming from the absence of consensus on the appropriate classification of the field, inadequately specified properties of the concepts on which research is conducted, failure to develop a coherent organizational structure for assessing advances in knowledge, and…

Research findings indicate that young children learn concepts better when presented with less stimulus between negative and positive behaviors and greater variation among positive behaviors. (CJ)

Examines Kenneth Burke's uses of the term "substance" as the key to his approach to language as symbolic action. Substance as consciousness achieved through verbalization is manifest in three behaviors: naming, forming, and structuring. (JMF)

Examined the role played by experience with multidimensional stimuli in the child's ability to separate variables. (Author/DB)

Because no single characteristic defines intelligence, there can be no adequate process-based definition of intelligence. In principle, a combination of many empirically derived measures into a single index, as in a Binet test, would be appropriate. In practice, many of the relevant characteristics are simply impossible to measure. (Author/RD)

Proposes an approach to vocabulary development that stresses the integral relationships between words; describes 20 categories of meaning that can be used as a basis for developmental vocabulary lessons; and offers suggestions for the application of these meaning categories in vocabulary instruction in various subject areas. (GT)

A model entitled The Technological Base, which includes a set of assumptions, a set of defined terms, and a set of statements of the relationships among the elements, is presented as an example of the type of theoretical product needed to provide conceptual frameworks necessary for purposeful teaching and meaningful research. (EA)

An examination of the Soviet psychologist, L. S. Vygotsky's theory shows close affinity with western developmental-type cognitive psychologies. (JC)