Author attempts to describe and clarify some of the components of the humanistic school. (Author)

Multiple embodiment is explained and discussed, with activities described that might be used to develop concepts in geometry and in arithmetic. A series of questions is raised about the choice, use, and organization of embodiments; suggestions for action research are made. (DT)

Bringing together aerospace scientists and reading teachers to (1) capture the students' motivation for reading, (2) develop word perception skills relevant to a vital content, and (3) sharpen thinking abilities, and make relevant concepts in depth. (Author/MB)

Implication of findings for designing an introductory mathematics curriculum are discussed. (Authors)

The differences among children, adolescents, and adults with respect to concept formation and learning processes and speed are discussed. (CK)

The relationship between socioeconomic status and both recognition and recall vocabularies of upper elementary school children was studied. (CK)

Four experiments are described in which observational learning was found on multidimensional conservation tasks. (MB)

Concept labeling and use of complex solutions is facilitated by instructions to verbalize concurrently with initial stimulus presentation. Older subjects who delay verbalization until after task completion are less effective in using relevant stimulus dimensions for solution and more closely approximate the performance of younger concurrent…

Results are discussed in terms of why children of the same age fail to conserve number in the standard conservation task and how complex number concepts might develop. (Author)

Performance demonstrated that the conceptual style and cognitive tempo of the model changed the styles and tempos of the Ss and that these effects generalized to independent tasks. (Author)