Before a course to improve basic reasoning skills can be intelligently designed, it will be necessary to determine the exact nature of those skills. Research indicates that: (1) reasoning skills are highly specific, not generalized; (2) a large number of different reasoning skills exist; (3) many reasoning skills are language dependent and widely…

Describes the development of an artificial intelligence system called GIDE that analyzes student errors in statistics problems by inferring the students' intentions. Learning strategies involved in problem solving are discussed and the inclusion of goal structures is explained. (LRW)

This article addresses the use of behavioral interviews in school consultation programs to identify problems that may require student referral to special education. It examines elements that make up the interview, presents ways to bolster the technical adequacy of the behavioral interview, and calls for interview skills training. (JDD)

A procedural model, designed to assist practitioners in working with students with learning problems, targets three stages of the diagnostic-prescriptive teaching process: (1) defining the problem; (2) assessing potentially causal mismatches between child, task, and setting; and (3) intervening by eliminating or minimizing mismatches. (Author/CB)

Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

This program, included in "Effective Reading Programs...," was begun in 1971 and serves 145 randomly selected students in grades four, five, six, and eight. The program has two main objectives: (1) participating students will achieve higher standardized test scores in language arts and mathematics than control students and (2)…

This book presents 36 case studies, based on data gathered from first-year teachers throughout the country, that provide direct involvement with some of the most common and important experiences new teachers face. By typing together practice and theory in the study of real problems, prospective teachers will be able to: (1) identify and use major…

The selection of wrong answers for multiple choice tests appears not to be blind guessing, as the current theory assumes, but represents systematic choice based upon the ways in which learners extract meaning and solve problems. It appears the departures from "expected" answers arise when the learner interprets the question in a manner different…