Teaching active comprehension helps students learn to ask their own questions and guide their own thinking. (MKM)

The development of elementary school children's graphic representations of the large-scale environment in the context of the development of spatial cognition, especially Piagetian theory, is examined. The nature of children's graphic representations of space is reviewed and examined relative to development of their spatial cognition. (BT)

Matched groups of normal and retarded readers were required to perform same/difference judgments in which the interval between standard and comparison stimuli was either 0, 1, or 6 seconds. (BRT)

Subjects were 72 first, third and fifth graders. Stimuli consisted of an initial set of 20 unrelated pictures, and a second set of 20 pictures which could be classified according to four superordinate categories. (MS)

It was hypothesized that slight modifications in word association test (WAT) instructions would have no discernible effect on the responses of college students, but would produce significantly different response hierarchies generated by young children. (Author/MS)

In an investigation of the organizational processes in the free recall of verbal material, 24 sixth graders, 24 seventh graders, and 24 mildly retarded students were randomly assigned to the cells of a 3 (grade level) x 2 (list novelty) x 2 (list organization) factorial design. (Author)

Finds the Piagetian ideal notion of the self-sufficiency of scientific discourse an inappropriate model for understanding the concrete, localized, temporal, contingent and occasioned nature of practical self-understanding and reflection as found in the practice of teaching. (DMM)

Sixth grade students (N=8) identified as poor spellers significantly benefited from remedial instruction involving structural word analysis and self-questioning strategy, suggesting that effective spelling instruction involves conveying knowledge of phonics and the linguistic structure of words (domain specific knowledge) and knowledge of spelling…

Examines 9- to 11-year-old dyslexic children's object naming problems and concludes that they are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Attributes these difficulties to lexical-phonological representation of spoken words they know. (RS)

Demographic studies and educational research document that deaf readers encounter world knowledge, linguistic, and metacognitive difficulties as they learn to read and read to learn at the interpretive level of understanding. A collaborative "externally guided thinking" approach may help deaf literal readers learn to read at the evaluative level.…

Reasons for using manipulative materials in mathematics instruction are discussed: motivation, stimulation to think mathematically, and introduction of big ideas in mathematics. (MNS)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

Instruction in estimation is proposed as a natural context to develop and practice important thinking skills. These skills are described and estimation activities are proposed for each. (MNS)

One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

Research on the characteristics of individuals who have demonstrated a high level of ability in mathematics is presented. The importance of structure in mathematical thinking is stressed and implications for teaching are detailed. (MNS)