Third and fourth grade boys classified as impulsive, reflective, fast/accurate and slow/inaccurate responded to matching tasks varying in the number of dimensions involved. Reflective children performed better on the task with fewer dimensions, while impulsive children were better on the task with many dimensions. (JKS)

Examines the performance of third grade children, given no feedback as to the correctness of their hypotheses, on color, number, and size dominant conjunctive concept problems. (Author/DEP)

The effects of a social model on first- and second-grade children's persistence in problem solving were studied using a wire-puzzle task. Both duration of effort and success of the model significantly affected children's persistence,compared with that of a control group. (Author/RD)

Results suggested that it may be possible to seek most efficient'' strategies for given tasks, and possibly, conditionally'' most efficient strategies for individual ability profiles. (Author)

A battery of problem solving and divergent thinking tasks was administered to 91 fifth graders to identify a factor that could be labeled problem solving and be distinct from divergent thinking. In several factor analyses, three factors consistently emerged: fluency, problem solving, and academic achievement. (Author/RD)

The use of an elaborative process by kindergarten children in the performance of verbally presented arithmetic addition problems was investigated. A static rather than dynamic verbally described relation between stimulus sets resulted in more correct responses for two of nine Developmental Level X Prompt Condition groups, supporting the use of…

Study compared the relative advantages of three training procedures (production, judgment and combined) to a no-training control for three levels of initial ability. (Authors)