The repertory grid analyzed by new methods of computer analysis is a sensitive instrument allowing individuals to model any topic in terms of personal constructs. Useful computer programs include FOCUS, PEGASUS, MINUS, CORE, SOCIOGRIDS, and ARGUS. (Author)

An example is discussed in which a drill exercise, initially involving whole number addition, can be used to develop concepts in equations of many variables. (MP)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Examines language effects in class-inclusion performance with 224 children ages 3 through 12 by comparing the standard Piagetian question with two alternate question forms. Overall, the findings were inconsistent with the Piagetian assertion that logical inability produces errors in comparing subclasses; inclusion performance was a function of…

A nonequivalent control group design was used to assess effects of a law-related education (LRE) program on elementary school children's attitudes toward the law. Results indicated that knowledge gained about the law did not necessarily correlate positively with more favorable attitudes toward the law. (Author/DB)

Describes how use of short texts of narrative prose can provide practice in transforming from reporting to doing language particularly for intermediate students. (BK)

LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)

In a series of five experiments, young children (two- and three-year-olds) were presented with novel objects in which perceptual and functional features varied independently. Results indicate that early conceptualizations and word meanings are perceptually based when perceptual and functional features are independently available. (Author/RH)

Reviews research related to the following questions: (1) Can economic concepts be taught to young children and, if so, which concepts should be taught? (2) How is young children's knowledge of economic concepts best measured? (3) And what materials and instructional techniques are available for teaching economics to young children? (Author/RH)

Employed a series of sorting tasks with 80 subjects (7-20 years old) to determine whether children and adolescents make a conceptual distinction between events defined as personal matters and issues of morality or social convention. (Author/MP)

Examines the role of basic cognitive-processing efficiency as the source of developmental variance in cognitive performance. Two experimental tasks, memory and visual scanning, were used to investigate age effects on the search-processing parameter. Subjects were 9-, 11-, 13-, and 15-year-old children. (CM)

Briefly discusses the importance of the idea of sets in the development of children's number concepts. (RH)

Described is a technique for determining whether a student can conserve matter. This technique utilizes a square-triangle problem. Included are typical answers and Piagetian-type explanations for such answers. (DS)

Explains the relevance of a global approach for social studies, identifies ways in which teachers can cooperate to bring a global perspective to social studies, and lists major global concepts, including interdependence, interrelatedness, use of resources, international monetary systems, environmental deterioration, technological change, and…

Describes an exercise intended for use in sociology courses on the college level. In the exercise, students are directed to participate in concept development and discover underlying and often unacknowledged dimensions of judgment. The relevant domain of objects or concepts are rated using the semantic differential technique. (Author/DB)