High among the many purposes of education is the conjecture that higher-levels of cognitive activity are important to learning and intellectual development. One of the most exciting educational implications is the leverage that one may expect by enhancing learning at the cognitive and metacognitive levels. Despite the relatively rich history in…

Uses a Bruegel painting to illustrate the view that a child's I.Q., relative intelligence, and problem-solving abilities may relate directly to the number of games the child has mastered at the critical or sensitive periods of his or her life. (Author)

Changes in children's cognitive strategies for solving simple subtractions were studied by analyzing verbal reports given immediately after each problem. The development of children's cognitive processes involved a gradual shift from more primitive and less demanding memory strategies to reconstructive memory processes to retrieval processes.…

Argues that metacognition gives a framework for understanding earlier studies on the relationship between reading rate and text characteristics and points toward an explanation for reading flexibility. (FL)

Third- and fifth-grade children's abilities to make inferences in the context of reading and understanding a lengthy story were examined. The most critical result was that the younger, but not the older children, made fewer inferences when the component premises for an inference were located in separate paragraphs than when they occurred in the…

Nine experimental conditions were partitioned into three experimental designs. A total of 576 children, drawn in equal numbers from kindergarten, second, fourth and sixth grades, memorized a 32-pair list of common nouns by the study-test recognition procedure. Among the results, in the storage phase of task performance an increasing superiority of…

Results of the study indicated that LD and normal children (mean age 111.4 months) process letters in words in either perceptual or imaginal modes for the attribute letter height. (Author)

Discusses the role of the teacher in helping children to develop their intelligence. (MKM)

Techniques of presenting information temporally in the auditory and visual modalities and spatially in the visual modality were used to assess information processing in seven- and nine-year-old children. (JMB)

Two experiments investigated the development of verbal rehearsal strategies and selective attention in learning disabled children. In Experiment 1, Hagen's Central-Incidental task was administered to younger learning disabled and normal boys. In Experiment 2 the task was given to intermediate and older boys along with an experimentally induced…

Tested whether a verbal description given before or after presentation of a picture effected visual processing and/or memory. (SB)

A sorting presentation procedure was used to study the effects of three classification schemes (self-generated, thematic, or taxonomic) on the organized free recall of second and fifth graders. (Author/SB)

This study used a series of analogy problems to test children's associative and conceptual abilities and showed that children with stronger associative abilities do not rely excessively on associative strategies. (MM)

Uses a qualitative approach to uncover a teacher's thinking process during planning and to depict a more holistic view of the structural complexity of teacher cognition during lesson planning. Findings indicate differences between specialized science teachers and general teachers in the levels of structural complexity in their thinking process.…

Comparison of 15 English children (mean age 7.5 years) with specific language difficulties and 12 similar children with mathematical difficulties found few differences in their ability to process 2- and 3-digit numbers. Results suggest that a language difficulty may underlie delayed performance in mathematics. (DB)