Advocates a sensory approach, involving care for plants and animals, to help children understand the nature of life and death. (Author/RH)

An important connection exists between the problem of aesthetic justification and the problem of aesthetic concept-learning. A better understanding of the process by which we learn aesthetic concepts will provide us with a better understanding of how we can be justified in certain of our aesthetic beliefs. (Author)

Discusses the notions of "word,""term," and "expression," and various semantic relationships with which the technical translator must deal. (AM)

Describes group training model that differs from the traditional T-group model in structure, leadership, and assumptions about learning. The life-cycle model is based on situational leadership, differential structures based on group maturity, and integration of conceptual and experiential learning. (Author)

This article investigates how adults attain concepts, how instructional materials can be designed for adults, and how instructional messages related to concept attainment can be delivered to adults. An extensive bibliography is attached. (RAO)

Second-, third-, and sixth-grade children (N=48) were presented sets of categorically-related pictures, were either prompted or not prompted to identify categories and later asked to recall categories. Recall time for second- and third-grade prompted children was significantly less than for nonprompted peers. No differences were found with sixth…

Sixteen children from each of kindergarten, second, and fourth grades were presented pictorially and verbally with a series of stories depicting actors who varied in the amount of helping they promised to do and in whether or not they helped. Findings indicated developmental change in the bases of trust. (RH)

Contends that the "basics" in reading are not skills but concepts the learner must acquire, and that the learner's role is central to this teaching philosophy. (FL)

A framework for using and changing concepts in the study of science is described. (JD)

Category theory concept of a commutative diagram was used to construct a model of the way in which symbolic processes are applied to problem solving. It was shown that several different levels of thought can be distinguished within the basic model. Two experiments testing the theory are reported. (Author/RD)

The central idea behind this study is that at about seven years of age the concept of normative difficulty emerges, resulting in changes in interpretation of terms such as "hard" and "easy," as well as of normative cues. (Author/DB)

There were 120 pupils in years 1 to 5 from two schools which were interviewed using specially prepared tasks to study the variety of interpretations given to letters by adolescents. Results indicate that two distinct conceptual understandings of the role played by a letter in relation to geometrical data exist in pupil's thinking. (Author/TG)

This article shows examples of techniques to aid reading comprehension and vocabulary development in the study of economics. Discussed are textbook introduction exercises, structured overviews, selective reading guides, and word study guides. (CJ)

Relative contributions of form and function information to concepts of 10 objects were investigated with first, second, and third-grade subjects. For first graders, function information about objects took precedence. For second and third graders, form information took precedence. (Author/GSK)

Outlining a study of 53 children (grades K-1), this report notes the difficulties children have in communicating information by retelling a story. Typical errors made by the children are cited. Children's inability to judge the clarity of others' stories and to describe the storyteller's role are also discussed. (Author/SJL)