The generally bleak achievement scores of deaf children are contrasted with the near normal reports of both IQ and conceptual development. (Author)

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Suggests that, to a large extent, science educators tend to separate epistemology from the content and methodology of science. Questions the appropriateness of this practice. (CP)

Problems in teaching language communication to the congenitally deaf child are discussed in this essay, and then suggestions are offered for providing mental development, development of verbal and associative memory, sensory training, and training in abstract reasoning. (LBH)

Presents a physics instruction technique which utilizes study modules to aid students to think better and not to depend upon memorized facts. (SL)

Seventy-five preservice elementary school teachers were given a Piagetian-related paper-and-pencil test involving the equilibrium of a beam balance. Results show a significant positive relationship between the developmental levels of the clearness, as measured by the test, and their performance on equation solving when different reversible…

Investigates the contribution of: (1) parental occupation and education, and (2) school and district characteristics to mental performance of 11-year-olds in Warsaw, Poland. Results obtained by using multiple regression analyses showed that mental performance was related only to parental occupation and education. (HM)

This study reveals significant differences in the organization of play between the sexes. The primary difference concerns the complexity of the social setting in which play occurs. (Author/AM)

To determine the impact of child abuse on the developmental functioning of infants, 30 cases of physically abused children (2 to 29.8 months old) were compared to a reference group of 30 nonabused children. (Author/SBH)

In response to the previous article, Whitehurst defends his article on imitation; it is different from Beilin's structural terms, and significant because much is known about imitation. Zimmerman challenges Beilin's interpretation of Piaget's structural assumptions. Brody maintains that children's qualitative changes in moral reasoning are best…

Questions concerning probability which appeared on the General Certificate of Education test are analyzed in terms of the processes required to answer them. The relationships between these processes and cognitive development are discussed. (SD)

A unit analysis approach, advocated by science teachers, teaching students to solve proportions, is described. (JT)

Compares results in organic chemistry during the first year in a polytechnic school with a separate survey of sixth-form achievement. The findings are discussed in terms of the implications for post-A-level chemistry, the debate on chemical nomenclature, and the application of Piagetian concepts to chemistry courses. (Author/CP)

Reviews the conditions that encourage students to involve themselves in thinking and learning how to think while learning the facts, concepts, and relationships of the business discipline. (Editor)

The author cites a 1939 study by H. Skeels and H. Dye in which the IQs of retarded infants in orphanages were increased after exposure to substitute mothering, and reviews current behavior modification research to support the contention that intelligence can be increased. (CL)