This paper describes and evaluates a new abstract form of the Purdue Elementary Problem-Solving Inventory. The new test parallels a shortened form of the original Inventory, but presents problems verbally rather than through slides. Both forms were given to advantaged and disadvantaged second- and fourth-graders. For the total sample, the slide…

Shows that age or conceptual tempo are not related to the number of trials needed to reach the criteria for a learning task. Impulsive responders performed more poorly than groups of slow-inaccurate, fast-accurate, and reflective responders on the transfer of learning task. (RL)

Analyzes the effect of language of instruction on the verbal reasoning of sixth grade French-English bilinguals (N=36). Results showed a significant interaction between language of instruction and language of presentation and differences associated with level of difficulty and mean response times. (Author/CB)

Investigates the relationship between class inclusion and reasoning in 56 Dutch Children between 6 and 14 years of age. Concludes that when the children failed to respond correctly to questions about the validity of syllogisms, they did so because they lacked sufficient understanding of the premises. (HOD)

This article discusses the feasibility of and the skills needed for teaching basic economic concepts such as supply and demand in an informal learning situation, in this case the simulation of an economic system based on barter. (CJ)

A developmental study of elementary school children's use of rule v computation in solving spacial perspective-taking problems. (CM)

Examined the development of reasoning about prosocial moral dilemmas in 125 elementary and high school students. Also attempted to determine the relationship of structure of prosocial moral judgment to story solution. (JMB)

Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…

The ability of 120 children (mean ages 6.2, 8.2, 10.1, and 12.3) to perform discrimination learning and subsequent transposition tasks was observed utilizing three experimental conditions (overt-verbal, covert-verbal, and control). The performance of the subjects suggests that the child who is forced to verbalize his conceptual strategies will…

A model's influence on the creative behavior of 120 fifth-grade children was studied in four variations. Separate groups observed a model who was either high or low in the fluency or flexibility creativity dimensions. Multivariate procedures were used to assess treatment effects upon children's fluency and flexibility measures collected on…

Focuses on the utility of well-formulated theory in conducting research, and demonstrates that the problem of transfer of learning is still a tough and subtle one. (Editor/RK)

Children aged 6 through 9 made drawings of cubes and simple abstract designs, with or without looking at their hand. Copying errors and differences between the age groups were discussed in terms of visual realism (perspective drawing) compared with intellectual realism (structural essentials copied without a unified perspective view). (CTM)

Children and undergraduate students were studied to expose "structure-neutral" interpretations of logical propositions involving universal affirmatives. Successes with true and false questions and with four different syllogistic forms having three content types were compared. Age-related differences in performance were discussed with…

Shows a wide variety of task performance ability. Supports the hypothesis that the tasks require the use of the same or a unified set of cognitive processes. (RL)