Two studies were conducted with a task allowing detailed examination of how information in stimulus arrays is captured in children's descriptions. How children select information and the role of modeling are dealt with. (Author/SB)

Examines the assumption that students use a level of reasoning, when solving problems, that is substantially below their intellectual capacity. The study involved 466 college students enrolled in a general chemistry or a physical science course. The results include a comparison of science and non-science majors. (GS)

The purpose of this paper is to clarify some of the conceptual issues involved in discussions of psychology and education which rely on the assumption that biological factors serve as a basis or are responsible for human intelligence. (Author/ND)

The relationship between vision and mental functioning was investigated in a study of 295 elderly residents from three levels of care. Visual acuity and mental status were assessed. Findings indicate that there was indeed a relationship between vision and mental status. (Author)

Available from: EC 090 265.

Visual preference technique was found to be a method for exploring the genesis of normal and abnormal selective attention, pattern discrimination, and recognition memory. The study of infants with differing degrees of risk for mental subnormality produced substantial evidence for relationship between early visual selectivities and future…

First graders' length conservation was measured using a verbal and nonverbal test, and the results were compared as predictors of mathematics achievement. Findings showed that verbal conservation scores were superior to nonverbal conservation scores and to intelligence scores for predicting achievement. (DT)

Three experiments involving balance scale problems were used to characterize and explain developmental differences in three domains of children's thinking: existing knowledge about the problems, ability to acquire new information about them, and process-level differences underlying developmental changes in the first two areas. (BW)

The work of Jean Piaget stresses the point that intellectual functioning and growth from one stage of cognitive development to the next depends more on the quality of one's experience than on exposure to factual knowledge. Piaget's theoretical model and its implications and applications for the classroom teacher are reviewed. (Editor/RK)

Children's understanding of Euclidian space was investigated using three Piaget-type tasks to examine the ability of children to quantitatively locate a point in one, two, and three dimensions. Among the findings were that a disagreement exists between Piaget's data and the results of this study. (BT)

The written compositions of 11-year-olds in Great Britain's National Child Development Study were analyzed using the T-unit length as a measure of syntactic maturity and composition length as a measure of productivity. Results are discussed in relation to cognitive and linguistic development. (Author/RM)

This study examined the hypothesis that perceptual errors on a task requiring subjects to take different viewpoints could be explained in terms of response bias. Results were consistent with response bias hypothesis: making an egocentric error is different from behaving in an egocentric manner. (Author/SB)

This paper discusses ways to use worked examples in teaching mathematics. It is argued that neither investigative teaching such as discovery learning nor lecturing and starting from the abstract are helpful as they are based on emotive associations with general labels rather than precise details of pedagogic strategies. (KHR)

Consider the following important questions: Should values be transmitted or developed? As children grow up, what, if anything, should change in values acquisition? How important are locus of control issues in moral development? and Why might process versus product elements be crucial in the development of values? One key element missing in the…