Analyzes concept formation in children based on the precepts of general semantics. (RB)

These results support Piaget's position that preoperational children respond to the perceptual lack of equality but not to the lack of conceptual equivalence in class-inclusion problems. (Authors)

This study offers one bit of evidence that quizzes written to require reasoning are more effective in attaining thinking" objectives than are recall quizzes. (Author)

Presents a model used to help students of instructional technology conceptualize the range of instructional designs they might utilize and which could be used to classify existing materials for easy reference. (CHC)

LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)

An investigation of adult reasoning processes revealed that the more relevant the cognitive task was to the developmental task of the learner, the better the performance was likely to be. (JD)

A curriculum model in logic is proposed for learning disabled students based on reasoning and content needs. A diagnostic test with probes yields a profile of the child's reasoning ability and pinpoints areas of strengths and weaknesses. Three levels of instruction are provided: thematic concrete, specific concrete, and abstract. (CL)

Describes characteristics of successful problem solvers and reports programs at all educational levels designed to help students improve their skills. (Author/MLF)

Presents a brief overview of research and developments in the study of formal operations thought since 1972 along with some speculations concerning future research directions. (Author/MP)

Outlines four steps that can be used in conscious comprehension training, i.e., a process by which students can knowingly identify that thinking process as one, among others, which they can apply in many situations. (HOD)

Studied children's grasp of make-believe transformations they had seen enacted. Children indicated the pretend outcome by choosing a picture depicting no change or a picture depicting the pretend change. Older children chose correctly, even with the addition of a picture of an irrelevant transformation, but younger children did not. Autistic…

Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Discusses the overall conveyed message: The human cognitive system is a thematically organized knowledge base with agentive causality as the main mechanism for explain phenomena and analogy as the main mechanism for promoting conceptual…

Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Suggests that different approaches to knowledge acquisition and conceptual change should be carefully examined in light of their implications for the teaching of science. Discusses critically the issues advanced from the Japanese…

Proposes that children progressively recognize deeper and deeper similarities between their physical angle experiences, and classify them firstly into specific situations, then into more general contexts, and finally into abstract domains. Indicates that the standard angle concept first develops in situations where both arms of the angle are…