Considers the value of cognitive therapy in teaching intellectual skills and ways of processing information, while teaching the content of a discipline to students who cannot read with comprehension, write coherently, or think analytically. (MB)

Describes how one could teach velocity and acceleration from a Piagetian framework. This approach is compared with the traditional method of teaching constantly accelerated motion to high school and college students. Some problems and a list of references are also presented. (HM)

Discusses the importance of developing students' understanding of certain spatial aspects of important concepts. Piaget's contributions to the development of spatial conceptualization are included. Some examples for applying spatial techniques in earth sciences, physics, and chemistry are also presented. (HM)

Studied was how high school science and mathematics students approach tasks that require correlational reasoning for successful solution. The results show that a significant number of students did not use correlational reasoning. (MP)

Ten nursery school children who knew how to count but were unacquainted with arithmetic were taught a simple algorithm for solving single-digit addition problems and were then given extended practice. The reaction time on the final block of extended practice suggested that subjects had invented a more efficient procedure to replace the original…

Children and undergraduate students were studied to expose "structure-neutral" interpretations of logical propositions involving universal affirmatives. Successes with true and false questions and with four different syllogistic forms having three content types were compared. Age-related differences in performance were discussed with…

Despite differences in origin and orientation, Piagetian theory and criterion referenced measurement share a general purpose--that of diagnosing human behavior. Beginning with a review of both perspectives, this paper illustrates their highly comparable natures and indicates how they could be used together to improve student evaluation. (Author/…

The author analyzes some recent developments in the debate over the status of mental imagery. He attempts to specify what a propositional theory is, and considers arguments for and against the imagery position, i.e., whether visual imagery is encoded in terms of properties that are quite spatial and modality specific. (Author/RK)

Six children with Down's syndrome who had shared the same preschool 3 to 4 years were administered psychological tests to see whether there were characteristics of mental functioning held in common. (Author)

A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)

Investigates the visual resemblance sorting cognitive abilities of 120 Hawaiian and 100 Malaysian first-grade children using five booklets, each containing seven test drawings. Results revealed that the performance of the two groups was about the same. The difference in scores for four of the five booklets was not significant. (HM)

To understand the meaning of a teenager's behavior, it is necessary to have an overall understanding of psychological development. (MM)

Instead of expending enormous energy investigating limits that may be biologically (or evolutionarily) determined, it may make more sense to expend resources on developing additional, mostly undeveloped capacities that will enable ordinary people to perform at levels far beyond what they achieve through our present educational programs. (Author/EB)

Reports on a study to ascertain whether or not the ability of kindergarten children to segment oral language into separate words increased when they had used the Modified Rebus Reading Readiness Program (uses pictorial representatives of words) instead of a traditional reading readiness program. Significant differences did appear. (TJ)