Twenty severely retarded adults performed on the pursuit rotor apparatus in a study of the relationship between intelligence and motor task complexity. (CL)

Children between the ages of 10 and 13 were asked to write stories to accompany five computational problems. Stories were scored for suitability and it was found that students were most successful on subtraction and least successful on multiplication stories. Scores on this test correlated with mathematics achievement scores. (SD)

A developmental reversal in accuracy was obtained for third and sixth graders and adults who judged class membership of patterns presented in a same-different task. Reversal accuracy appeared to result from an increase with age in orientation-free judgments. This hypothesis was confirmed in the subsequent two experiments. (GO)

Investigated the development and fragmentation of categories over chronological and mental age without the requisite of free recall. Kindergarten, fourth grade, ninth grade and retarded students labeled and categorized chromatic slides of picturable objects. (GO)

The influence of the ability to conserve length in the development of a size concept was investigated in males and females aged 4 years through 9 years. (GO)

Describes some general methods of promoting creative thinking and learning that can be used to focus attention, increase depth of conceptualization, and make the curricular content relevant and enjoyable. (Author/RK)

Results of this experiment provide support for the findings by Piaget & Inhelder (1973) that children's memory drawings of a seriated display improve over time as their cognitive abilities develop. (Author)

A study is reported in which curriculum consultants exposed to moral development theory were tested to determine whether they would use Kohlbergian labels of stage content or actual moral reasoning when required to make assessments. Suggestions are put forward as to how moral development theory can be more closely linked to education. (Editor/RK)

This study explored the relationship between symbolic representation in dramatic play and art and cognitive and reading readiness levels of kindergarten children. Results indicated children at different cognitive levels performed significantly differently on the Metropolitan Reading Readiness Test and spent significantly different amounts of time…

Emphasizes the need in communication education to balance the teaching of specific terminal behaviors with the teaching of cognitive learning. Suggests teaching methods for implementing cognitive goals in the classroom. (MH)

Hebrew-English bilingual children, monolingual English children, and Hebrew monolingual children ranging in age from 5 to 8 years were tested for flexibility in syntactic rule usage, symbol substitution, semantic knowledge, and nonverbal system understanding. (JMB)

Compared was the psychological test performance of 24 dyslexic boys and 24 normal readers at four age levels (7, 9, 11, and 13 years). (Author/SBH)

Contrasts "layering" and "assimilating" models of learning, preferring the model in which new information is affected by and fused with previous knowledge. Considers how literature study can contribute to cognitive growth, calling for the focused use of in-class discussion to help students arrive at profound responses to literature. (DMM)

Stories written by school-age children were examined for sex and age differences in the assignment of emotions and prosocial and aggressive behaviors to the story characters. (Author/ABB)