This background article provides a general discussion of the possibilities of teaching preschool children to read in one or more languages. If external stimulation can match the rapid inner development of young children, rapid and extensive learning can occur. (CHK)

Curriculum balance is a conception rooted in an understanding of the nature and scope of cognition. It is not the case that certain cultural forms, such as the arts, to name but one example, are affective and mathematics cognitive. They are all cognitive. (Author/IRT)

This article briefly describes Piaget's theory of periods of intellectual growth and the impact his theories have had in teacher training, research, mathematics teaching, textbook development and their use in the British Infant, Junior, and Secondary schools. For journal availability, see SO 506 042. (JK)

The goals and activities of the Orff-Schulwerk Approach and the Kodaly Method of music therapy are described; and the usefulness of each approach to develop creativity, social development, and cognitive ability in normal, gifted, and handicapped elementary level students is discussed. (SBH)

Attempts to determine whether infants' performance in two search tasks is related to their entry into Stage 6 of object permanence development (thereby testing Piaget's claim that only Stage 6 infants possess the capacity for representation). (BD)

Reports the construction and field testing of an electronic device intended to serve as a replacement for Piaget's first chemical task. Validity of the electronic task was established in testing 64 secondary school age students. Results obtained by the chemical and electronic tasks were highly correlated. (CP)

Describes the development of an instrument which is: (1) is capable of administration to students in grades 6-14; (2) requires the examinee to construct a conceptual answer from information provided; (3) requires the examinee to use the seven major logical operations (classification, seriation, logical multiplication, compensation, ratio,…

Four kinds of understanding of mathematics are suggested: instrumental, relational, intuitive, and formal. Each type of understanding is described and illustrated. (MN)

Discusses the need for additional research pertaining to cognitive preferences in science. (SL)

Provides brief accounts of significant current innovation and research in Australia nad in Papua New Guinea. (Editor/RK)

The author develops a four-stage model for concept-internalization. The stages are: (1) concrete structure; (2) linguistic structure; (3) algorithm; and (4) mastery. The model is related to teaching methods and the teaching of long division is examined in detail. (SD)

Studied the relationship between the intense, high energy behavior of 62 preschool children and differences in cognitive style and related social behavior of the same children 5 years later. (GO)

Studied the relationship between mental age and progression toward Piaget's stages of concrete operations and formal operations in a sample of middle class children. Formal operations in preadolescence and adulthood are discussed in relation to IQ. (GO)