Two experiments investigated why perceptual pretraining facilitates children's performance on concept problems involving a nonpreferred relevant dimension and preferred irrelevant dimensions. (JMB)

Some young children presented with unidimensional and nonverbal conservation tasks were able to give a conservation response if they could answer with a picture instead of orally. (Editor)

Clarifies problems concerning the nature and scope of rhetoric, including its relation to human knowledge, by viewing rhetorical methods as universal, rule-governed, and productive of knowledge having normative force. Knowledge is conceptualized as developing within a social-symbolic sphere of methods, subject matters, derivations, applications,…

In this reconsideration of social knowledge, an attempt is made to resolve ambiguities related to the original project on social knowledge. Three regions of dispute fostered by the original essay are examined and explained: the definition of social knowledge, the issue of form, and the problems of normative impact. (JMF)

Explains how teachers of economics on the college level can use concepts such as the Retail Price Index to illustrate key features of economics. Practical exercises and sample questions are included. (Author/DB)

Recounts how a new approach to teaching economics can be used with students who have an inadequate command of English. The approach emphasizes considerable repetition of subject matter, true/false questions, classification exercises, and filling in the blanks. (Author/DB)

This essay discusses principles which govern evaluation theorizing, describing theorizing as a subjective, informal, and dynamic process. The papers of Rippey, Guba, and Wolf are used to illustrate the process of theory development, with special reference to evaluation as rhetoric. (See TM 504 630-635). (CTM)

Concepts about and evaluations of the unequal distribution of personal possessions were examined in Americans and Israelis of various ages ranging from kindergarten to 50-year-old adults. A number of developmental and cultural differences are discussed, and the general pattern of results is interpreted as reflecting different experiential…

Five experiments were conducted in an attempt to establish whether elementary school children find it difficult to identify certain geometrical shapes when presented in the less usual orientations. (MP)

Recursively defined functions are discussed as a way to expand the first-year college mathematics students' experiences with the concept of function. (MP)

Specially designed materials were used for teaching trigonometric ratios to 131 ninth- and tenth-grade students, one group using calculators and one not. Results on achievement were mixed. (MP)

The use of a multiple approach using both geometric and algebraic contexts is suggested in teaching concepts. Several examples are given including area and multiplication, length and number, and functions and power. (MP)