Identifies and discusses the epistemological roots of various terms that have been used to describe student conceptions in the literature with a view to suggest which term science eductors should adopt. Argues that "alternative conceptions" is preferable to "alternative frameworks" for use in describing student conceptions in…

Analyzes and compares the exploration, play, and problem-solving activities of typically developing (average) and at-risk infants when they manipulate novel objects. (BB)

In this interview, author Art Costa asserts that the teaching of either content or thinking skills in isolation is unproductive. To combine these approaches, he recommends selecting content for its relationship to thought processes. He also observes that administrators who model intelligent behavior thereby create a climate for thinking. (TE)

Reviews the neural modeling principles of learning, perception, cognition, and motor control, discusses their applications to sensory-motor problem solving, and explores possible relationships between that pattern of problem solving and aspects of higher order formal operational problem solving. Cites implications for science education. (ML)

Describes a "Talents Unlimited" program, based on the work of Calvin Taylor, that was used successfully in a class of fifth-grade remedial readers. Includes some of the activities devised by members of the class. (FL)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

Comprehensive assessment in context focuses on the processes and structures involved in subject matter competence as moderated in performance by personal and environmental influences. This article addresses in detail both the nature of developing competence and its measurement in terms of context-dependent task performance. (Author/EGS)

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)

Discusses whether formal thought constitutes a structured whole and role of propositional logic in advanced reasoning. Presents aspects of advanced reasoning model, considering hypothesis generation/testing as central processes in intellectual development. Argues that advanced reasoning schemata are linked by these processes and should be…

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

The author seeks to clarify the difficulty and complexity of the things youngsters must do to learn mathematics, and to have teachers question their own views about children in redefining mathematics instruction. (MP)

Spatial ability and Piagetian tasks were administered to 80 schooled/non-schooled Fulanis (primarily nomadic and hunters) and agriculturalists (living a settled life). Results indicated that Fulanis develop spatial skills adapted to the ecological demands of their lives and that schooled students performed better on Piagetian tasks than…

A social cognitive developmental model is presented integrating a Piagetian developmental model and Flavell's processing model, to describe three aspects of development. The utility of the model was tested in two studies. The results demonstrate that it is possible to increase children's social cognitive abilities instructionally. (Author/CTM)

Examines characteristics of the mental processes required for writing, compares and contrasts the nature of processing required for other cognitive activities, and reviews recent research on children's writing that reveals the advantages as well as disadvantages of superimposing writing skills over well-developed language skills. (HOD)

The article reviews the research on cognitive behavior modification (CBM) training with exceptional learners and procedures which are similar to cognitive training. Areas covered include impulsive behavior, academic performance, and maintenance and transfer of training. (PHR)