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I want to thank all of you who provided responses to my IQ/Cognitive Development question. The materials and discussions have been very useful to me. Let me explain where I am coming from and then pose another question. My background includes a doctorate in math and six years as an assistant professor and then an associate professor in math departments. This was followed by about 12? years in?a Computer Science Department, including six years as the head of the department. That was followed by somewhat more than 20 years in the Teacher Education unit of a College of Education. I was major professor or co-major professor for six doctoral students in Math and more than 70 in Teacher Education. My current interests are math education, computers in education, cognitive scie nce, and?trying to improve education systems throughout the world. One of the areas I have explored in recent years is the College Algebra course that is relatively standard in colleges and universities across the United States.?Most students who attempts this course has already had essentially the same content in high school. And yet, the failure and drop out rate is very high. Math Department faculty?tend to use the term "math maturity" rather than "math cognitive development." In any case, a great many students entering the Freshman level College Algebra course, are far from having achieved a level of math maturity or math cognitive development that adequately prepares them for the rigor of the course. This is a nation wide problem. When I talk about this with Math Department faculty members here at the Univer sity of e faculty do not "believe in that sort of stuff" (where "stuff" refers to psychology-related topics such as research in cognitive develop). So, here is how I currently see the situation. Cognitive development researchers have a tremendous collection of research-based evidence that is relevant to improving math education as well as science education and our overall education system. But, as with all research that might be applied in education, there is the problem of translating theory into practice. The Piaget-list mention of?Shayer's work, such as given below, is encouraging. Shayer, M. (2008). Intelligence for education: As described by Piaget and measured by psychometrics. British Journal of Educational Psychology, 78, 1-29. What I am looking for is evidence and exampl es of su s and elsewhere of translating the cognitive development research work into practice in math, science, and other curriculum areas. (I am not stuck just on math and science, which are my background. One of my computer-in-education doctoral students is a high school history teacher. We spend many hours discussing the level of cognitive development needed to do well in the high school Advanced Placement course that he regularly teaches.)