The authors caution that in neglecting to focus on cognitive training, special education may be denying the very ideology on which it is built. (Author)

Piagetian based curricular attempts in special education may have to begin with a system for representing the individual's current level of behavioral organization and designing environmental interactions that expand the constructions of the individual into reorganized, more complex forms. (Author)

A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. (Author)

Existing evidence on the Milwaukee Project, an early intervention effort with preschool disadvantaged children, suggests a decline of the experimental children to the level of the untreated controls in those measures, such as school reading, not under the control of the project. (DB)

The fact that the autistic children were so impaired in language even with fairly good sensorimotor skills suggests that these skills, particularly object permanence, play a minor role in their language acquisition. (Author)

Advocates the use of classification activities in the elementary school curriculum as a means of developing thinking skills in children. Critical preclassification skills, classification activities (including simple and multiple classification), and classification tasks and materials are discussed. (Author/RH)

Preoperational and concrete-operational first and second graders performed on a training task and a generalization task prior to and after serving in one of five instructional groups. The instructional groups were: no-training control, specific self-instruction, specific didactic control, general self-instruction and general didactic control.…

A new model is proposed for explaining children's performance on Pascual-Leone's test of M-space. The new model is used to generate theoretical performance curves for children at four different age levels and seven different levels of stimulus complexity, and it is a viable alternative. Differences between the models are reviewed. (Author/RD)

This study examines the effectiveness exercises based on the cognitive conflict, existing within the child, between two representational systems related to temperature: the qualitative-verbal one and the quantitative-numerical one as these relate to the advancement of children's understanding of the concept of temperature. (Author/DS)

Young children drew two opaque objects placed one behind the other. Over two-thirds of the children drew the objects separately in horizontal or vertical relationships. When drawing an object in a glass beaker, half of the children depicted the object vertically or horizontally separate from the beaker. (Author/DB)

Presents Ausubel's theory of learning and discusses its implication for teaching physics in the classroom and some of the theory's shortcomings. (HM)

This article reviews the major principles of Piaget's stage theory of cognitive development (equilibrium, structure, and scheme); outlines his two stages that best characterize elementary children (preoperational thought and concrete operations); and describes features of the child's artistic growth during these two stages. Questions needing…

Findings indicated that (1) stable preference measures could be obtained, (2) high preference objects resulted in higher motivation to perform and hence higher levels on each scale, (3) performance of this population is not stable, and (4) ordinality was violated in nearly 20 percent of the administrations of the scales. (Author)

Contends that the teaching of mathematics permits expansion of the personality and furthers development of intellecutual independence. (Author/DB)