Concept labeling and use of complex solutions is facilitated by instructions to verbalize concurrently with initial stimulus presentation. Older subjects who delay verbalization until after task completion are less effective in using relevant stimulus dimensions for solution and more closely approximate the performance of younger concurrent…

It appears that, although the cognitive functioning of many alcoholics remains impaired even after drinking has stopped, considerable recovery can occur. New findings now suggest the possibility of reducing cognitive dysfunction and enhancing alcoholism treatment outcomes. (CMG)

Three experiments compared reasoning from new information in young and older adults. The findings suggest at least two sources for age-related differences in reasoning from new information: poorer fact memory and reduced capacity in working memory. (Author/PN)

The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. (Author)

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

The article describes a study to determine how instruction on the distinction between two theoretical ideas will affect the intake, interpretation, and recall of new information related to but different from the first. (Author/SB)

Even among individuals operating at Piaget's highest cognitive level (Formal Operations Stage) there is a range of behaviors on important cognitive characteristics. Various substages and their performance criteria are suggested. (JD)

Three task context factors that form obstacles to generalizing logical reasoning strategies for adolescents are discussed. The relationship between these obstacle factors and Piagetian theory is explored. Findings suggest that it is possible to make some predictions about how and when logical mechanisms will be generalized to new situations.…

Reports three experiments to investigate differences in the semantic classification of pictures and words. The data suggest that visual short-term memory and semantic memory operate in semantic-decision tasks though these sources of information differ in characteristics, potential for activation, and level of abstraction. (PMJ)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Presented is a theoretical, hierarchical model of abstraction designed to provide a systematic theoretical framework for future research into abstract learning. A test of the model with 149 subjects supported the assumption that the hierarchical model of abstraction is valid. (SL)

Article states that abstract thought and immediate self-representation or consciousness of "being-in-the-world" are not mutually exclusive, and that the integration of past with present, future or possible with actual, etc., enhances the immediacy of experiencing. (RW)

The nature of computational linguistics, and formulation of problems in literary analysis to which this approach can be applied, are considered. A review of current work in this field and an illustration of how this work might be used in an analysis of Shakespeare's writing are presented. (RW)