To the authors' knowledge, this is the first conclusive demonstration that an observer's spontaneous verbalizations can interfere with vicarious rule learning. (Authors)

One finding is that the children in this study did not reach a level in the development of these concepts expected by Piaget of 9-year-olds. (Authors/CB)

Paper is concerned with the structure of curriculum, a comples branching structure, carefully designed and continually modifiable to maximize the development of a learner's skills and the extension of his conceptual control. (Author/RK)

Focuses on learning through fictional encounters for conceptual development and emphasizes professional educating rather than training in discussing nursing education. (RK)

The development of children's conceptualization of various roles appears to parallel general conceptual development. That is, there appears to be a developmental progression from role concepts based on concrete-specific acts and details to those based on general abstract functions. (Author)

Three strategies were used to teach 39 community college students about partition of a set.'' Mean achievement of the Exemplification group on the exemplification test was significantly greater than the average of the means of the Characterization-followed-by-exemplification group and the Characterization-preceded-and-followed-by-exemplification…

Part of a larger work, of which the French version, Theorie de la Culture'' (Theory of Culture), is to be published first; shorter version read at the International Federation for Modern Languages and Literatures Congress, Cambridge, England, 1972. (RS)

Research reported in this paper is part of a more general investigation into the speech, reading and writing of 5- to 7-year olds. It is designed to trace children's comprehension of instructional terms and their abilities to identify units in written and spoken language while they learn to read. (Author/CB)

Defines aesthetic education and explores knowledge of feeling. (RK)

To test the proposition that different types of pretraining would result in different strategies" in the solution of concept identification problems, a design was used in which length of postfeedback intervals was made dependent on the correctness of Ss response. (Authors/MB)

In the follow-up study, most of the initial gains in IQ resulting from program participation were retained. (Authors/MB)

Author challenges the findings of Helene Borke who presented evidence interpreted as demonstrating that children as young as 3 years of age were able to successfully abandon their own egocentric perspectives and adopt the points of view of others. Rejoinder by Borke is presented in PS 502 130. (MB)