Analyzes the effect recordkeeping has when it is designed to assess children's problem-solving and thinking processes over time. (Author/RK)

A task was used in which subjects at three different Piagetian stages of intellectual development were to induce the missing relationship in different triadic situations. (Authors)

The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)

Studied relationships of achievement motivation, information status, and group discussion arrangements to risk-taking behaviors for six high school biology classes, using the Extremity-Confidence of Hypothesis Test and Risk-Taking Verbal Observation Scale. Concluded that risk-taking was a multidimensional trait and might be influenced by…

Research supported by a grant from the National Institute of Mental Health. (VM)

Groups trained to compare the whole and subset improved in cue identification from negative instances; performance in the stimulus exposure group declined. (Authors)

Argues that while formal education tends to prefer logical consistency ambiguity deserves some attention as an educational approach. (DS)

Although theories of learning which stress the role of reinforcement can help us understand altruistic behaviors, it seems clear that a more complete comprehension calls for an expansion of our notions of learning, such that they incorporate affect and cognition. (Author/JM)

This article attempted to show that the methodological and metaphysical biases of situationism have seriously constrained psychology's observation base and its model of man. (Author/RK)

The pattern of significant criteria suggests a decreasing emphasis on higher level cognitive processes, involvement, and independence from Grades 6 through 10 and an increasing emphasis on lower level cognitive processes such as memorization. (Authors)

The aim of this paper has been to develop a coherent account of covert operations involved in reading and comprehension, naming, and comparisons of names and shapes. (Author)