ABSTRACT
How do youngsters in the vital transitional period of pre- and early adolescence deal with the ideas of the social sciences and the humanities? How do they cope with the concepts they must absorb in learning about history or civics or political science or literary studies? Does psychology have anything useful to tell us about how to teach those subjects during that difficult age? Do we know something that would help us accelerate learning or deepen it or strengthen the child's grasp on what he has been taught?
