While viewing a televised drama with second-grade children, adults stated implicit relationships between important explicitly portrayed events. Children who heard the facilitating commentary scored significantly better on understanding of implicit program content related to the adult's statements than did children who heard neutral comments.…

Discusses the meaning and purpose of data-response questions in teaching economics on the secondary school level. Makes the case for using data-response material in the classroom and presents guidelines for using the material in ways which are meaningful to students. (Author/DB)

Piaget's conservation paradigm was used to assess five- to seven-year-old children's understanding of the permanence of various kinship roles. Children's conservation was studied by applying certain transformations on single- and multiple-kinship role combinations. Kinship conservation developed gradually in this age range. Females' performance…

Nonoperational first graders were taught Piaget's horizontality concept. In comparison to control subjects, training group subjects significantly increased correct responses, maintained their gains, and transferred their training from a straight-sided jar to a round-sided jar. (Author/DB)

An important contribution of cognitive style research is to make teachers aware of the cognitive style differences of their students and the resultant implications for teaching and learning. (JD)

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

Uses techniques from analytic philosophy of education to clarify key concepts in library education, such as "training,""education,""knowing," and "teaching." Implications of the viewing of professional programs in library science as training programs rather than education are discussed, and references are provided. (Author/BK)

Attractive stimuli and fantasy instructions were used in an attempt to manipulate children's involvement in the outcomes of their number and liquid conservation judgments. (Author/DB)

Suggests how to introduce the concept of evaluation for social studies students in grades 1-6. Presents a checklist for students to complete when evaluating social studies materials. (DB)

An examination of current definitions of creativity, the characteristics of creative individuals, and an overview of J. Piaget's theory of development are presented. (PHR)

The effectiveness of color cuing strategies is analyzed in terms of learner aptitudes, the type of learning required, the category of color cuing employed, and the relationship between color cues and other feature cues. (Author/JEG)

The "magic" paradigm was devised to assess conservation of number in young children. Subjects were 32 three- to four-year-old children. (MP)

Suggests educational games that reinforce directional concepts, color recognition, and listening skills. (MP)

Examined the effects of stimulus mode (objects v pictures) on the acquisition, generalization, and transfer of novel concepts in 65 preschool children. (JMB)

The concept of infinite divisibility is shown by this research report to be intuitively contradictory. This intuition remains unaffected by age and the teaching process. (MP)