The importance of teaching mathematical concepts is stressed. How they can be taught and how preservice teachers can be trained to teach them are delineated. (MNS)

Discusses research indicating that presenting students with large amounts of information while their concepts are primitive prevents them from grouping/handling the very information they need to make concepts develop. Reducing the load or providing strategies to help students group/sequence the load are recommended. (JN)

The degree of correlation of the "concept" subtest of the Developmental Indicators of the Assessment of Learning (DIAL) with the Boehm Test of Basic Concepts (BTBC) was studied with 95 beginning kindergarten children. Both measures were highly correlated, indicating the evaluation of similar abilities. (Author/SEW)

Discusses use of a concept map in developing, teaching, and assessing the concept of "away" (as indicated by physical/chemical changes or changes in energy/human perception). A copy of the map and an activity (using a flashbulb) to get children thinking about what it means to throw something away are included. (JM)

Children need more than activities to help them see that the relationship expressed in a formula is true. Giving them the underlying principles will contribute to better comprehension, retention, and transfer. (MNS)

The knowledge structure in a course determines what strategies students need in order to learn the subject matter and what methods a teacher may use to teach it. The conceptual structures in university courses were analyzed to provide a baseline for understanding the characteristics and organization of course content. (Author/MLW)

Discusses Piaget's notion of intelligence, characteristics of formal operational thought, and the relationship between formal thought and reading ability. (HOD)

Infants 8.5 and 9.5 months of age were tested for ability to determine the location of an object hidden in one of two covered containers before their left-right positions were reversed. Only the older infants provided with different colored covers to their containers were able to do this task. (Author/DB)

Children 6, 11, and 15 years old were interviewed about their concept of emotion. Replies indicated the child's concept of emotion changed markedly between 6 and 11 but indicated no marked changes thereafter. The changing conception of emotion was manifested in replies regarding the identification, regulation, and effects of emotion. (Author/DB)

Discusses a common misconception in the area of electric circuits at the level of introductory college physics. The data, collected from clinical interviews, shed light on the cognitive sources of misconception. Also discusses some implications for laboratory approaches used in science courses. (Author/SK)

Describes kinds of results achieved by computer programs in artificial intelligence. Topics discussed include heuristic searches, artificial intelligence/psychology, planning program, backward chaining, learning (focusing on Winograd's blocks to explore learning strategies), concept learning, constraint propagation, language understanding…

Argues that by carefully planning questioning techniques, the classroom teacher can build prereading concepts and help students make those links between their own knowledge and experience and the information contained in a text. Offers taxonomies of teacher responses and of concept development to help teachers structure classroom interaction. (FL)

An approach is presented which uses the sociotechnical systems concept and a generic planning model as a guiding perspective in the implementation of computer-aided design and manufacturing technologies. (CT)