Vocalizing and nonvocalizing pairs and individuals solved four three-attribute conjunctive problems. In terms of overall effectiveness, vocalizing pairs were superior; individuals vocalizing to a confederate, individuals vocalizing to the experimenter, and nonvocalizing individuals were intermediate, in that order; and nonvocalizing pairs were…

Broken down into components of: affective domain - Indian values; cognitive domain - Indian knowledges; cognitive domain - non-Indian knowledges; and vocational goals - non-Indian skills; bicognitive education seeks to help the American Indian child think and react effectively within two worlds. (JC)

Describes exploratory activities for a young child seeking to become acquainted with the world in which he lives. (EB)

This paper discusses the use of mediated learning which involves training given to other humans by an experienced adult who frames, selects, focuses and feeds back environmental experiences in such a manner as to create learning situations. The authors' program utilizing such an approach is described. (Author/EJT)

Describes field work utilizing common weeds to teach ecological concepts to biology students. (LS)

First of a series showing ways in which the preschool setting can provide exploratory activities for the young child seeking to become acquainted with the world about him. Suggests ways to present the concepts of climate, clean air, personal space, and noise level. (EB)

The fraction concept was analyzed to yield 16 subconcepts which are hypothesized to be hierarchically ordered. This ordering was tested using subjects in grades 4 through 6, and 18 of 23 dependencies hypothesized were confirmed. (SD)

Human infants are predisposed to organize their experience in terms of certain concepts (natural) and not others (unnatural). Three formal, necessary conditions on the naturalness of concepts are offered. The conditions attempt to link the problem of naturalness to principled distinctions between sense vs nonsense, simplicity vs complexity, and…

Illustrating the way in which poorly posed questions may adversely affect class participation and learning, this article presents examples of classroom questions that have been classified and analyzed; components of hierarchical questioning strategies; and methods for using questions to stimulate thinking and enhance classroom learning. (Author/JC)

Examples from almanacs are used to provide real-life problems that involve estimating, computing, and thinking. (MP)

Presents findings on sex differences in demonstrating the principle of horizontality. Initially, female subjects had more difficulty with the concept than males. It is suggested that women suffer from lack of appropriate experience. (MA)

Data show that disadvantaged students can be taught problem-solving strategies in mathematics and can reach a level of mastery in mathematical thinking that is not expected from their performance on I.Q. tests. (MP)

Examples are given illustrating a facet of early learning involving insights into abstract thinking. Several learning theories examined fail to account for this phenomenon. (MP)

To participate in the increase and dissemination of knowledge about children, the researcher must accept the problem of seeking to become a child again, to re-find discovery and inquiry without their metaphysical underpinnings and conventional opinions. An extended anecdote illustrates one way the author attempted to do this. (MJB)

Parents of 24 developmentally delayed infants provided their children with sequential experiences intended to foster the development of the object construct. (Author/SBH)