Examined the relationships among two psychometric measures of nonverbal cognitive ability - The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Psychoeducational Battery-Tests of Cognitive Ability (WJPB-TCA) and a neuropsychological test of abstract reasoning and concept formation (Halstead Category Test) in 25…

Considers the period of adolescence and describes how cognitive-developmental concerns might apply to the understanding of adolescent problems in interpersonal and affective adaptation. Also investigates ways in which intervention practices with adolescents might be placed within a cognitive-developmental context. (PCB)

Ten remedial mathematics exercises are provided for children who have failed to integrate or apply their math skills. The exercises provide remediation through systematic experimentation, rather than abstract drills, by using number-configuration distinction with blocks, fractioned candy bars, decimal match sticks, graphed pictures, etc. (JDD)

This study investigated the effects of combining interactive microcomputer simulations and concrete activities on the development of abstract thinking in elementary school mathematics. Students in grades 2-4 were assessed on tasks involving designs and patterns. (MNS)

Three research areas relevant to the relationship between writing and reasoning are reviewed: (1) cultural consequences of written language, including changes in reasoning ability; (2) individual consequences of particular writing experiences; and (3) the status of writing activities in American schools. Further research is needed to establish how…

Tested hypothesis that understanding validity of inference is a relatively late development by asking fourth and seventh graders and college students to sort sets of deductive arguments. None of fourth graders, 45 percent of seventh graders, and 85 percent of college students used validity as basis for distinguishing arguments. Experiments…

Studied the relationship between purpose and practice in vocational classrooms. Purposes included gaining (1) technical skills, (2) sense of competence, (3) understanding of applications, (4) reasoning skills, (5) life roles experience, (6) experience in working with others, (7) community service experience, and (8) aesthetic appreciation and…

Argues that students should exercise criticism in the classroom, but this criticism should not take the form of mere training in technical skills, indoctrination into a particular conceptual system, or theoretical speculation ungrounded in reality. (SRT)

Determined that the majority of 299 preservice teachers did not use formal reasoning patterns when they attempted to solve a variety of problems. Results obtained for controlling variables and for proportional, probabilistic, correlational, and combinatorial reasoning are discussed with implications for middle/junior high school science teaching.…

The teacher should create an environment in the classroom that encourages students to engage in meaningful dialogue that will aid them in clarifying and developing their own moral reasoning while absorbing and weighing the ethical judgments of others. (JD)

This study addressed the question: "What instructional techniques are most effective in helping students learn how to self-regulate their learning?" An integrated model based on current research in self-regulated learning (SRL) was used to explain changes in students' SRL. Five key instructional practices were identified and embedded…

Depending on age and the demands of the task, people may use different processing strategies in object categorization. Three-year-olds used a wholistic approach with strong effects of object typicality on three categorization tasks. Older children and adults showed differential effects of typicality, suggesting various strategies including…

Illustrates advantages of research on practical factors in reasoning. Discusses role of factual knowledge and diagnosis of specific task-based errors in reasoning, influence of individual aptitudes on reasoning, and effect of educational interventions designed to change reasoning. Presents Piagetian position for each position, discusses evidence…

Evaluated is the Longeot test, a paper and pencil test designed to measure various aspects of formal and concrete operational thought. Information from over 500 subjects (ages 17 to 20) indicated the test to be reliable and classifications from it correlated with classifications mode using Piagetian tasks. (DS)

A sequential-developmental approach to the assessment of individuals from the earliest sensorimotor period through the level of abstract reasoning is discussed. The assessment is hierarchically sequenced and is concerned with how and why individuals process information. The assessment procedures provide practical data on levels of development. (JN)