This technical report has two purposes. One purpose is to present an end product of a multi-year research investigation into the cognitive skills involved in performing intelligence analysis. The product is a "Handbook for Strategic Intelligence Analysis" developed for the United States Army Intelligence and Threat Analysis Center…

The development of the ability to identify unstated assumptions in arguments should begin in the kindergarten and elementary school if a high level of proficiency is eventually to be reached in sizing up assertions. A clear thinker needs to make sure that propositions are clear by making unstated assumptions explicit. Since children commonly use…

Several common errors reflecting difficulties in probabilistic reasoning are identified, relating to ambiguity, previous outcomes, sampling, unusual events, and estimating. Knowledge of these mistakes and interpretations may help mathematics teachers understand the thought processes of their students. (MNS)

Children need more than activities to help them see that the relationship expressed in a formula is true. Giving them the underlying principles will contribute to better comprehension, retention, and transfer. (MNS)

This teaching guide is designed to develop thinking skills of intermediate elementary school children by using the concept of a shopping center. Thinking skills defined in the guide are observing, recalling, noticing differences and similarities, ordering, grouping, concept labeling, classifying, concept testing, inferring causes and effects,…

This collection of research reports explores teaching cognitive skills to at-risk students. Focus includes the following: (1) broad issues guiding the research; (2) historical perspective; (3) student characteristics; (4) student needs; (5) research on teaching thinking and problem solving; (6) teacher training; and (7) instructional and…