Discusses the problem of illiteracy and offers the philosophy for children program as an antidote. This program encourages and assists children in paying attention to their own and others' ideas. It is a thinking skills program that has demonstrated its ability to improve children's basic skills. (JOW)

The article discusses ways that cognitive behavioral training (CBT) methods might facilitate acquisitions of basic skills in mildly handicapped students. Elements of the CBT approach are described and studies are reviewed regarding effective teaching, time, and technology. (CL)

Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing…

Basic fraction concepts are viewed as the seedbed for many important mathematical ideas including the notions of equivalence, inverse, decimals, probability, ratio, and proportion. It is viewed that a critical component of children's mathematical knowledge necessary for success in certain fractional number contexts appears to be intellectual…

Pre-experimental interviews conducted with three children to investigate three aspects of the nature of counting are detailed. Sixteen findings related to the counting of perceptual items are summarized. (MP)

Enumerates six arguments against teaching developmental students thinking skills. Counterposes such arguments as "It takes too much time" and "Basic skills should take priority over thinking skills" with 12 attributes which, if developed, enhance students' ability to learn, choose, and act effectively, e.g., seeing relationships and analyzing…

Results of research on the acquisition of counting skills in children is presented. The material, originally published in the Soviet Journal "Questions of Psychology," was deemed an important document that should be translated and made accessible to English readers. The question of how basic, extended processes are…

The Cognitive Project at Passaic County College (New Jersey) was designed to develop a curriculum that would give educationally underprepared, nontraditional students an opportunity to actively experience ways of acquiring, solidifying, and using knowledge while acquiring the basic skills necessary for college work. Student explorations were…

Suggests that the process view of science is flawed. Argues that (1) it is superficial and misleading to portray the method of science in process terms; (2) many of the processes have no special association with science; and (3) there is no evidence that performance is improved. Speaks of the challenge facing science education. (RT)

The papers in this document represent preliminary results of a study which is part of a 3-year project being conducted by the Educational Testing Service in cooperation with the New York City Board of Education, with support from the Carnegie Corporation of New York. This document is divided into seven sections: (1) Introduction, (2)…

An interaction exists among cognitive processes, basic learning skills, and the cultural and social contexts in which they develop. Primary socialization experiences, those that children are exposed to in their personal, immediate lives, form a fundamental basis for cognitive development. In secondary socialization settings children acquire…

Although a lot of data on the psychological characteristics of children having learning disabilities have been gathered, not very much has been done to discover the underlying mechanisms, processes, or phenomenon of learning disability. Without more investigations which attempt to get at these, we will continue to be at a loss to prescribe…

Describes the cyclical nature of a problem-solving sequence produced from observing children involved in the process. Discusses the generic qualities of science: (1) observing; (2) inferring; (3) classifying; (4) predicting; (5) controlling variables; and (6) hypothesizing. Explains the processes in use and advantages of a process-led course. (RT)

This is number eight in a series of resource manuals consisting of 11 sequenced curriculum guides developed by the Demonstration and Research Center for Early Education (DARCEE) for use in early childhood education programs. Emphasis is placed on the development of sensory, abstracting and mediating and response skills. The projected order of the…

This is number 10 in a series of resource manuals consisting of 11 sequenced curriculum guides developed by the Demonstration and Research Center for Early Education (DARCEE) for use in early childhood education programs. Emphasis is placed on the development of sensory, abstracting and mediating, and response skills. The projected order of the…