The effects of limiting the availability of immediate feedback while using LOGO were studied for 48 students aged 9 to 11 solving rotation problems. Limiting feedback reduced the incidence of trial and error strategies, and higher level problem solving strategies were apparently used to compensate for the restricted feedback access. (SLD)

In this study, hypothesis probe techniques were used to provide trial-to-trial monitoring of second and third grade children's use of feedback. (SB)

Choice and use of problem-solving strategies were monitored during a picture comparison task for 90 kindergarten, second and fourth grade boys and girls. (SB)

First-, third-, fifth-, and sixth-grade children were administered 20 relational reasoning problems in which they had to deduce the possible sizes of one item relative to two others on the basis of a visual comparison and a written clue. Dramatic differences were observed between fifth- and sixth-grade children. Corrective feedback improved…

Forty second- and third-graders were placed into two groups, classifiers and non-classifiers (determined by Piagetian tasks). Twenty of the subjects were then trained to use feedback to manipulate stimulus attributes, in order to determine whether the effect of the training on concept attainment was similar to that predicted by the application of…

Two experiments investigated relationships between state anxiety, memory processes, and children's performance on problem-solving tasks. Participants were second and sixth graders in a private elementary school in Redlands, California. In both experiments, subjects responded to three training and eight test problems presented in the introtact…

Hypothesis behavior on three dimensional concept attainment problems was measured for 48 children (12 each at grades K, 2, 4, and 6). Every feedback trial was followed by a blank trial, a procedure that provided separate measures of Ss' ability to use hypotheses and test hypotheses. A S was considered to be "using" when his hypothesis inferred…

Focuses on theory and findings from three lines of research which seek to clarify differences in the subtle but powerful influence exerted by both non-reaction from an observing adult and evaluative aspects of social cues operative in a variety of interpersonal and achievement situations. (JH)

This book provides a sequence of organized training sessions and activities designed to prepare students for such helping roles as student assistant, tutor, special friend, and small group leader. The first of the handbook's seven chapters provides an introduction to friendly helpers, describes helping characteristics, and presents an overview of…

The aim of this study was to assess the extent to which collaboration with a more competent peer aids children's ability to solve mathematical balance beam problems under feedback and no-feedback conditions. Subjects were 61 children whose pretest scores on 14 balance beam problems that allowed reliable assessment at five increasingly…

The differences between learning disabled (LD) and non-LD children's problem-solving protocols were analyzed during a picture arrangement task. Although the groups of 29 LD and 27 non-LD children were comparable in global mental processing and task performance, LD children had difficulty with representing problems and deleting irrelevant…

This experiment tested the hypothesis that the sequence of ability and effort attributional feedback influences children's attributions, self-efficacy, and skillful performance. Children deficient in subtraction skills received training on subtraction operations and solved problems over four sessions. During the problem solving, some children…

Elementary school students whose class behavior was identified as inconsistent were assigned to a home-note, family problem-solving, or control condition. Compared to no treatment, both forms of intervention significantly reduced class work scatter. Only the children in family problem-solving condition demonstrated generalization to nonreinforced…

An active learning environment is one in which students are able to "seek" out new experiences, "interpret" them, and "relate" them to previous experiences. This approach allows students to engage in independent thinking, problem solving, and guided discovery as they explore broad movement concepts. An active learning means that students are…

In recent research, sequences of hypotheses observed during problem-solving have been categorized according to six hypothesis sampling systems that vary in efficiency. Three systems were characterized as strategies (focus, dimension check, hypothesis check) because they always lead eventually to solution. The remainder were called stereotypes…