Relationships were investigated between mathematics learning, spatial visualization, verbal ability, and eight affective variables with 1320 sixth through eighth graders. Results were synthesized with those obtained at the high school level and demonstrate fewer sex-related cognitive differences than previous conclusions in the literature would…

Suggests that differences in verbal intelligence affect the speech of four-year-olds, necessitating that care be taken not to confuse verbal intelligence with social class when studying the speech of young children. (RL)

Examines the relationship between formal operational reasoning and two language variables--subordinate clauses and tentative statements. Supports Piaget's position of independence between linguistic and cognitive development, showing how subordinate clause use and tentative statement use are not related significantly to performances on reasoning…

Teachers must be apprised of the child's developmental stages in order to respond appropriately to their students. They must learn to place themselves in the world of the child and to value children's questions. (Author)

The author argues on theoretical grounds that not all "logical" pre-number activities are equally relevant for numeracy, and concludes with a practical suggestion for the kind of activity which does have particular relevance. (MN)

The author demonstrates that many secondary school students have poor concepts of area and point of view; she argues for diagnostic teaching with respect to formal geometry. Examples of diagnostic activities for determining the development of concepts of space are given. (MN)

Some uses of fruits and seeds to facilitate problem solving and cognitive processes in young children are suggested. (MR)

The author presents several activities from a project designed to give primary school children a broad picture of perspective and direction, and to give practice in reasoning, counting, and systematic work. (MN)

This article considers the idea that an analysis of the structure of geography and of the nature of spatial concept development in children will reveal a valuable conceptual link that might serve as a theoretical basis for developing objectives in geographic education. (Author)

Thoughts, biases, and educated guesses that pertain to experimental psychology as it might relate to the psycho-educational needs of Afro-American children. (Author)

Beilin examines the previous three papers. In explaining cognitive development, social learning theory fails to account for rule invariance in the face of capricious and informationally impoverished experience, does not explain the acquisition of abstract rule systems, and offers less flexibility than Piaget's explanations based on operations and…

Assessment is made of the effectiveness of teachers' ratings and of a battery of cognitive and psychometric tasks in predicting achievement in reading and arithmetic in grades 1, 2, and 3. (Author/BW)

Two psychological theories which seem to have had a great impact on compensatory education programs are Skinnerian reinforcement theory and the cognitive developmental theory derived in part from Jean Piaget. The Englemann-Becker program is a typical example of the Programmed Curricular kind of program; the Florida Project, an Open Framework; and…

This approach is primarily concerned with social reasoning and judgment, with how children reason about social phenomena, not just what they reason. The how of social reasoning is called structure, what is reasoned about, content. Presented at the American Psychological Association, Chicago, 1975. (Author)