Compensation as assessed by any one test or criterion used is more difficult than conservation. And, the understanding of the compensation principle, as manifested in verbal statements, continues to develop well after the age at which liquid conservation may be taken for granted. (Authors)

Results do not support Piaget's explanation of object conceptualization. (MB)

These results support Piaget's position that preoperational children respond to the perceptual lack of equality but not to the lack of conceptual equivalence in class-inclusion problems. (Authors)

Describes a student teacher project in which each student was assigned the task of designing, constructing, and trying out an instructional carrel to teach some specific science concept and/or process to children in grades K-6. Both the student teachers and their pupils appeared to find the learning experience a worthwhile one. (LC)

Examines two divergent world-views (empiricism and ration alism) of human values, presenting definitions from many philosophers. Anticipates possibility of confluence of beliefs on nature of man which may offer guidance personnel more accurate tools for direction. (CJ)

Children were shown television sequences depicting black and white children teaching" concepts, to test whether concepts would be learned and whether social preferences would change; the children learned the concepts but preferred companions of their own color both before and after viewing. (SP)

Describes procedures, results, and conclusions of a study designed to determine if instruction on excluding irrelevant variables enhanced learning the principle of flotation. The subjects were 97 seventh grade, 259 eighth grade, and 38 college students. Results indicate that learning to exclude the false principles before learning the correct…

A seminar in the development of teaching materials for contemporary and ethnic musics met with success. (CK)

Children learn language by finding verbal expression for their immediate needs. Material wants, a desire to interact with others, and an impulse to explore their world are three dominant needs. (CK)

The process by which a child learns music is discussed. (CK)

Construct validity of the Columbia Mental Maturity Scale (CMMS) was examined in terms of dimensions derived from conceptual behavior research, namely, abstract or concrete exemplars and an oddity or pairing rule. The CMMS performance of children with normal IQs was superior to that of children with borderline IQs. Implications for the diagnosis of…

Results confirm the hypothesis that identity and equivalence conservation require different mental processes. (Authors/MB)