Reviews "Levels of Cognitive Development," which presents a theory of cognitive development integrating discrimination- learning research with understanding of higher cognitive processes. Argues that strengths include its presentation of systematic research and providing continuity between past and present models. Weaknesses include…

Discussed are the principles of Gestalt psychology and the history and future of the movement. A comparison of Gestalt, Behaviorist, and Structuralist ideas is included. The study of perception, learning, memory, and thinking from the Gestaltist point of view is described. (KR)

Described is an investigation that determined whether young children have schemas for environmental information. The results are discussed with reference to the importance of memory schemas for learning about the environment. (KR)

Investigates the effect of a directed-inquiry approach to learning science process skills and scientific problem solving in the high school biology laboratory. Reports no main effect of the approach but an interaction effect of the approach and cognitive development. (Author/YP)

Described is a study of 147 students that indicated a high proportion of students did not understand the concept of limiting factors. Textbook presentations that create problems are discussed. Strategies which may be more effective in teaching the concept are suggested. (CW)

Examined 8- and 10-year olds' understanding of the unique features of and potential relations among mental activities. Found a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Results suggest that a constructivist theory of mind develops in later childhood. (AA)

Three experiments using university students explored what constitutes an event and what determines its boundaries. Results supported the hypothesis that sequences of stimuli repeating in different contexts are cut out to become cognitive entities ("things" with a beginning and an end) in their own right. Results suggest that the…

Pragmatic and semantic problem solving are examined as processes that enhance acquisition of mathematical knowledge. It is suggested that development of mathematical cognition involves restructuring and that math teachers can help restructure children's knowledge systems by providing them with situations in which semantic and pragmatic problem…

Applies the Lesh Translation Model to develop conceptual understanding by showing relationships between five modes of representation proposed by Lesh to learn multiplication of fractions. Presents five teaching activities based on the translation model. (MDH)

Focuses on the enhancement of chemistry students' skill in problem solving utilizing problem categorization techniques. Indicates that explicit training in categorization skills can lead to higher achievement in complex problem-solving situations but that such achievement may be limited by the lack of linkages between students' conceptual…

The second in a series of three articles, some themes of an undercurrent of educational objectives that move beyond the evident content goals are outlined. The themes relate the computer software materials analyzed in Part I to the cognitive experiences that students should have in learning about subject matter. (MDH)

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Based on the premise that body experiences interfere inconveniently with scientific ideas in mechanics instruction. Suggests that learning processes start with body experiences and, with guidance, transform them into something scientific. Discusses this process for the static and kinetic aspects of force and for measurement. (MDH)

Compared cognitive functioning of infants--at 8 and 18 months--with varying levels of prenatal cocaine exposure. Found that, with risk and polydrug exposure controlled, exposure groups did not differ at 8 months on Bayley Scales or recovery to a novel stimulus. Infants with heavy exposure or high environmental risk declined in mental development…

In this interview, psychologist Andrew Meltzoff dispels some popular myths and discusses insights from cognitive developmental psychology to enlighten educators. Studying infants and listening to young children has led experts to revise their ideas about the thought/language relationship. Play activities are profound learning experiences. (MLH)