The use of logical reasoning is illustrated with a problem and its solution process. Other suggestions for teaching problem solving are included. (MNS)

Children's mental performance was studied in the context of arithmetic word problem solution. Response latency and error data indicated subtraction was more difficult than addition. Understanding children's problem solutions in terms of flexible strategy use and the fact that many errors have a systematic basis are important in studying children's…

This study describes strategies fifth- and sixth-grade children used to solve the problem of determining how to control a "vehicle" they "drove" by pressing particular keys on a computer. The problem involves identifying or discovering a set of cause-effect relationships. (Author/JN)

Two studies related to creativity are reported and discussed. The first examined possible relationships between problem solving, divergent thinking, and field dependence-independence in second-grade students (N=83). The second study determined that the analytical skills of 71 undergraduate students (measured by the Hidden Figures Test) may be…

This study examined a teacher's use of metaphors in the language she employed when talking about her work. Results show that metaphorical figures can be studied with a view to comprehending a teacher's construction of professional reality. (RM)

Proposes that component units of prediction hypotheses are acquired independently and at different rates by the young child. On the basis of a combination of learning-set and blank-trial evaluations of children's conceptions, finds that young children exhibit response patterns corresponding to hypotheses in most of their probes. (Author/CI)

Approaches to attaining coder agreement when analyzing protocols of problem-solving processes are considered. A new procedure for estimating consensus is presented. (MNS)

Two models for teaching people to think, the Deweyan problem-solving model and the traditional discipline-oriented model, are described and evaluated. (GW)

At mid-twentieth century, the dominant framework for lesson design--the programmed instruction format--was derived from efforts to apply operant conditioning to human learning. Cognitive psychology soon offered an alternative view, represented by Robert Gagne's Events of Instruction, which became the dominant framework through the end of the…

Article considered experiments that tested the contentions of Piaget and Peel who believed that formal thinking is not established before 11-12 years of age. These studies were tied to the success achieved by pre-adolescent children in solving verbal three-term series problems. (Author/RK)

Presents rationale and methods of using a hierarchical analysis to validate the use of randomized multiple choice test items. Concludes that solving randomized multiple choice problems require the same or similar cognitive processes or problem solving skills as a free response form. (DS)