Study lends support to the view that the problem with left-right stems from the imperfect mastery of the basic discrimination, not from an inability to deal with the logic of relational concepts. (Author/CB)

Children who recognize a compensatory relationship between height-width dimensions are more susceptible to conservation training than children who do not recognize this relationship. (Authors)

Author examines the Quotations from Chairman Mao Tse-tung with his students and challenges them to objectively evaluate the work. (RK)

Analyzes concept formation in children based on the precepts of general semantics. (RB)

Report summarizes the activities of a team of researchers in seven pre-school centers on Long Island, between October 1967 and April 1968. Aim of the project was to find a normative base for the construction of a new curriculum for pre-school children, in particular for those labeled disadvantaged.'' (Authors/CB)

Relates the ideas behind creative expression with the spirit of humanism and the need for teachers to teach humanistic values. (RK)

Hypothesis that non-conservers would give more perceptual than identity arguments, and that conservers would give more identity than perceptual reasons for their judgments was supported by the conservation pretest results. (Authors)

Revised expanded version of a paper presented in Belgium and East Germany in 1970 and 1971. (WB)

This experiment has established that for first-grade children absolute responding on a test of transfer of training is more difficult than relational. (Author)

An analysis of critical thinking is discussed in terms of conceptual interpretations and through determining the logic of linguistic expressions. (Author/RK)

Primary purpose of the experiment was to assess the effect of motivation, as manipulated by videotaping the experimental session, upon concept attainment. (Authors)

Length of intertrial interval was found to be positively related to the efficiency of concept learning in a blank-trials task. (Author)

Differences in the rate of successive acquisition of four concepts as a result of two presentation conditions and their interaction with the learner's preferred strategy was investigated. (Authors)