Relationships between structural, semantic, and verbal statements about art were investigated to observe the effect of verbalization on the art viewing process. Various studies are cited that give evidence that learning in the arts has psychomotor, affective, and cognitive aspects. (DF)

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)

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

Presents highlights of cognitive science research into learning processes. Discusses concepts such as qualitative understanding (the process of relating new information to a preexistent context) and metacognition (strategies for monitoring thought and regulating one's own behavior according to what a task demands). (TE)

Mathematical thinking as a style of thinking that is a function of particular operations, processes, and dynamics is explored. A descriptive model of mathematical thinking is presented and used to provide answers to whether mathematical thinking can be taught and how. (MNS)

The self-reported use of surface and deep-level learning strategies by first-year student teachers at an Australian college of advanced education was studied. The consistency of strategies used by students implies that they use them prescriptively rather than creatively in given situations. These results are considered in light of recent theory of…

Examines the six categories that make up the cognitive process dimension of Bloom's Taxonomy Table, as well as the 19 specific cognitive processes that fit within them. After describing three learning outcomes, the paper focuses on retention versus transfer of learning and rote versus meaningful learning, discussing how teaching and assessment can…

College counselors can assist students in enhancing their academic performance by assessing student self-regulated strategies. Key aspects of self-regulated strategy use (SRSU) are identified, and a semistructured interview to assess SRSU is presented. The rich data collected in the interview can assist the counselor in designing academic…

Explores cognitive attributes that allow individuals to function effectively in the changing nature of society and the workplace. Describes emerging models for learning and suggests that changing workplaces require a distributed cognitive model of human competence which promotes critical thinking and lifelong learning. (Author/LRW)

Investigates the knowledge about listening strategies among German university students. Shows that the scope of listening skills is rather limited even among experienced listeners and that there is considerable room for modifying listening behavior. Argues that listening represents a set of activities that control and shape the cognitive processes…

Investigates proficient and less-proficient readers comprehension monitoring. Findings show that proficient readers displayed more competency in monitoring their ongoing thinking processes, because they tended to monitor their reading processes at all times in order to compensate for words that had not been previously decoded. (Author/VWL)

The study compared the problem solving strategies of intellectually gifted (N=133), average (N=102) and mentally retarded (N=51) children on two-dimensional integration problems. Gifted children tended to integrate dimensional information by addition, average children used lexicographic strategies, and retarded children relied on a single…

Reviews the premises of Leslie A. Hart's Proster Theory of brain-compatible instruction, which focuses on programs, patterns, and increasing the amount of cognitive input which students receive. Traces the foundations of the theory and presents evidence that the Hart approach leads to learning achievement. (DMM)

Two experiments involving 114 college students were conducted to determine the potential of elaborate verbal rehearsal (EVR) as a learning strategy for high-risk college students. EVR-trained subjects performed significantly better on immediate and delayed tests, which suggests that EVR is a powerful learning strategy for high-risk students. (SLD)

Suggests that Kuhn's study reported in this issue (PS 524 345) offers insight into how people make casual inferences, and raises important questions about these processes. (JW)