The author discusses what he considers a defect in individualized programs -- a lack of assessment of a child's knowledge. (AK)

Discusses possible linguistic factors in children's misconceptions of words in the "Pledge of Allegiance to the flag, the "Lord's Prayer, and "America. (SW)

An annotated reading list for teachers is appended. (RD)

Results indicate that verbalization is the preferred symbolic process in young children. Portions of this paper were presented at the annual meeting of the American Educational Research Association, Los Angeles, California, 1969. (MH)

What is questioned here is not the teaching of words but their premature imposition upon the child before he has acquired the concepts that underlie them. (Author)

Results indicate that (1) babies have better concept of person than object as permanent, but there are important individual differences, (2) rate of person permanence development is related to infant-mother attachment, and (3) rate of person permanence development affects object permanence development. (MH)

Based on the premise that thestructure of knowledge can aid in the construction of a curriculum because it can guide the organization of knowledge for learning, the author analyses the structure of some physical science concepts. (LC)

The article is Part 2 of a two part series. Part I supplied background information and supportive rationale dealing with the formation of positional concepts. Part II discusses the test, and considers how the classroom teacher can incorporate these selected positional terms in the classroom. (CD)

Briefly reviews important research dealing with the effectiveness of non-directed (discovery) learning as compared to guided learning. Describes experiment designed to assess the relative effects of intermediate and maximal guidance in learning selected mathematic concepts using programed materials. Results reveal no reliable difference between…