A task was developed to differentiate the reasoning of elementary school students in fifth, sixth, and seventh grades. Subjects completed 16 matrices containing two, three, or four dimensions and varying in the embeddedness of the dimensions. They also solved a formal operational task assessing ability to isolate, exclude, and include variables.…

The central question for this study is whether the improvement of group instruction can increase achievement to the same level as or even higher than that produced by the feedback-corrective process used in mastery learning. It is hoped that the findings can be of interest to developing countries. (RL)

The relationship of the Progressive Matrices Test (PM) to the Lorge-Thorndike Intelligence Test (LTIQ) and the Wechsler Intelligence Scale for Children (WISC) is examined. Predictive power of these measures with respect to a number of achievement measures was also investigated. The initial sample consisted of 242 first graders and 281 second…

Evidence for suggested basic differences in the abstract reasoning capacity of Negro and Caucasian children includes consistent findings of significantly poorer performance by Negroes on Raven's Progressive Matrices (PM). This study investigated the PM performance of Negro children taught algebra via a discovery method of instruction. It was…

As a prelude to testing deductions from the Ferguson and other ability theories that environment influences patterns of ability, school children in 5 large and 11 small isolated communities on the South Coast of Newfoundland were tested to compare ability patterns of children in small places with those in large communities. Data used for…