Suggests three procedures for assessing children's concepts of reading and their understanding of the special language that teachers use during reading instruction: shared book experience, checking the conceptual outcomes of shared book experience, and using a story chart and cloze procedure to extend the conceptual framework of reading language.…

Presents experimental findings that indicate that some number capacity is present in 22-week old infants, long before the onset of verbal counting. Suggests that verbal counting may have precursors present during infancy. (CS)

Argues that Piagetian theory does not support the use of a code-breaking approach to teaching children to read prior to the advent of concrete operations. Suggests that primary instructional emphasis with these children should be placed upon the meaning-getting aspects of reading. (FL)

Findings were interpreted to mean that the BTBC can be used as a general estimate of cognitive ability. Canonical analysis of all variables revealed the presence of one common factor, language comprehension (Author)

A replication study was conducted to determine whether conservation-of-number performance would be improved by questioning the subject only after the transformation is performed, rather than before and after the transformation, as is done in the standard conservation test. Subjects were preschoolers, aged 0-4 to 5-7. (Author/MP)

Results indicated that retarded Ss, relative to normal Ss of all ages, responded particularly slowly to static property statements when objects were animate, and to intrinsic-action properties when objects were inanimate. (Author/DLS)

Thirty-two preschool children were matched by age, sex, and pretest scores on spatial concept knowledge. Four groups were (1) instruction (see and hear) only, (2) verbal repetition, (3) fine motor treatment (hand manipulation), and (4) gross motor treatment (body movement). There was no difference in performance between groups given instruction…

Finds that the object concept scores of 104 infants were relatively independent of IQ and background variables, showing that object concept is the most stable developing function in infants and an accurate reflection of infant cognitive potential. (RL)

Outlines some issues in number programing with three- to five-year-old Down's syndrome children as it has developed over the last three years. (MP)

Emphasizes the importance of precisely defining symbols introduced in deriving relationships between experimental and/or theoretical quantities. An example of a rate constant in unimolecular reaction rate theory is given. (SA)

The Division of Physical Education at North Texas State University includes a section relating art and movement as part of a required seminar. Students study the creative works of others, familiarize themselves with the use of tools, and then develop their own individual projects. (JMF)

It is argued that the general learning difficulties exhibited by mentally retarded persons are similar in many respects to the learning difficulties of nonretarded persons who are in a state of learned helplessness (M. Seligman, 1975) or who are external in locus of control orientation. (Author)

An open-ended interview and a series of multiple-choice questions probing children's concepts of attention were administered to 80 children in grades l, 3, and 5. Results showed that with increased age, the children's emphasis on external factors (such as noise level) as attentional determinants decreased while their emphasis on psychological…

Two frameworks for the study of man are discussed. The Cartesian model views man as a physical object. A dialectic framework, with the emphasis on the self, grew out of nineteenth century romanticism and reflects the theories of Hegel. Both models have had an effect on social psychology and the study of interpersonal communication. (BH)

Some of the literature related to preschool mathematical experiences and their effect on the development of how the child perceives the relationships of mathematics is reviewed. (MP)