The essential components of self-paced systems are frequently prohibitive in cost for implementation for all students. Selection of students who can profit most from individualized programs can be made by choosing students in upper and lower extremes in mental ability who possess certain elements in their cognitive styles. (Author)

Presents two studies which investigated the importance of subtle contexture factors on the young child's performance on cognitive problems--specifically, conservation. (ST)

The influence of perceptual factors and language comprehension on quantity judgments (number conservation) was assessed in children, aged 2-5. (ST)

A group of early childhood teachers in an effort to reinforce the child development approach and counteract pressures for early rote learning, describes some specific cognitive learning events which can be found in the spontaneous play for young children. (ST)

Activities used in a British infant school are described, as well as methods for teaching mathematics to young children. The influence of the Nuffield Project on mathematics instruction is also discussed. (JP)

Reports on preliminary attempts to find a set of non-linguistic categories in minimally verbal infants. A methodology suitable for the presentation of semantically-defined concepts (agent and recipient) was developed. (Author/ED)

Presents exploratory activities for preschool children as they seek to become acquainted with the world about them. Some of the ways in which these experiences involve science concepts are discussed. (Author/EB)

This research review indicates that immediate developmental gains demonstrated in compensatory preschool education programs are soon dissipated, and offers possible reasons for this effect. It is suggested that compensatory programs be reexamined and further research conducted to find how to make preschool programs more beneficial. (GO)

Chapter 4 in Life Skills in School and Society.

Research supported by National Science Foundation grant GE-3 to the University of Minnesota.

One hundred fifty-six gifted elementary students (grades 3 through 6) responded to the Coopersmith Self Esteem Inventory on a pre- and posttest basis during a 3 week, 45 hour College for Kids program, designed as an enrichment program with focus on critical thinking, problem solving, inquiry, research, and questioning. Thirty students responded to…

Designed to supplement Indiana's curriculum guidelines for social studies instruction of gifted students, the manual provides introductory information on gifted and talented students and presents activity suggestions for Grades K through 3, 4 through 6, 7 through 8, and 9 through 12. At each grade level, the themes, topics, attitudes, and skills…