Presents 10 guidelines that staff developers can utilize when assisting teachers in teaching thinking skills to students. Provides guidelines for both practical and theoretical guidance for developing workshop materials, conducting training sessions, and conducting follow-up activities. (AH)

Three of the four stages of cognitive development as spelled out by J. Piaget are reviewed, and several key thinking areas which relate to the development of thinking skills in young hearing impaired children are identified. Techniques for developing such skills used at the Tucker-Maxon Oral School (Portland, Oregon) are offered. (SB)

Educators must provide conditions which encourage the practice and demonstration of intelligent behaviors. Twelve characteristics of intelligent behavior are discussed, such as persistence, decreasing impulsivity, listening to others, metacognition, questioning and problem posing, etc. A summary of the school conditions in which intelligent…

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Suggests ways puppets can be used to foster young children's problem solving abilities. (CM)

The availability of several effective teaching models that allow the teaching of thinking skills and subject matter simultaneously proves that intellectual processes and content are not incompatible subjects for instruction. These models differ significantly from traditional models, and adequate training in them will require a thorough commitment…

This article reviews the evidence on the relationship between the two brain hemispheres and creative cognitive processes. It concludes that claims about creativity being "in" one or the other hemispheres represent an uncritical acceptance of naive pseudoscientific beliefs about the brain and brain function. (DB)

The paper reviews cognitive development during the sensorimotor period (approximately the first two years of life) and considers approaches to assessing multihandicapped, deaf-blind, or severely/profoundly retarded students functioning at this level. Evaluation and training of basic sensorimotor schemes (visual fixation and tracking, sucking, and…

The science learning cycle developed by Robert Karplus and others in the 1960's has been a useful model for many science teachers and researchers. This model stresses the use of structured inquiry to organize knowledge acquisition and problem solving. Recent research in the cognitive science tradition, however, has shown that learning and problem…

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)

Approximately 500 nonscience major university chemistry students were surveyed to record their interpretations of specific chemical symbolism before presenting modern concepts of atomic and molecular structure, in an attempt to understand the thought processes entering students use as they interpret symbolism. Results are reported and discussed.…

Analyzed was the mental activity required to answer Profile Test questions. This was then related to the results of pupils with differing profiles. Most of the mental activity could be reduced to three categories of knowledge: data, short operations, and paths. These categories are then discussed and applied. (MNS)

This book details the findings from a research team that used cognitive principles and a large range of experiments to devise a variety of instructional designs. Their recommendations are based on 20 years of objective, published research. Although the program focused on technical subjects, the findings can easily be applied to a range of…

The paper describes the implementation of a 3-year cognitive skills development curriculum, Instrucmental Enrichment (IE), at the North Carolina School for the Deaf in a question/answer format. The following questions are addressed: What are the goals? Who is it for? How is it taught? What is the IE classroom climate like? What is the theory? What…

Inhelder and Piaget found that somewhere between 12 and 15 years of age, children's thinking shifted from concrete to formal operations. To determine if this shift occurs at approximately the same age for learning disabled children (N=27) compared to normal learning children (N=27) was the task of the study reported. (JN)