This article suggests use of taxonomies of cognitive and affective domains to aid the teacher in: (1) setting up class goals, (2) suggesting practical considerations such as class size, (3) pointing out possible exercises to be included, and (4) suggesting possible evaluation techniques. (Author)

Describes characteristics associated with the graduate level course on individual cognitive assessment. Results indicate that although some changes have occurred over the past twelve years, many characteristics of the course remain the same. Thus, school psychology programs are not preparing students in light of recent developments in cognitive…

A thinking-skills course at Montana State University is described, along with recent issues concerning the potential effectiveness of such courses. Advantages and disadvantages of different designs for studying the effects of thinking-skills training are also considered. The focus of the course is: hypothesis formation and evaluation, problem…