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)

Reports the results of a study of the effects of different types of recall expectation on the accuracy of making structural importance ratings of text ideas and on the recall of idea units by importance levels. (AEA)

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)

Article reviews Piaget's views on language and explains why he is not more concerned with this than he is. (AM)

The research reported in this study indicates that cognitive style might be more firmly established in boys of five years than girls. (Author/DE)

Describes a study of the recall of narrative prose. Serial structure at first influenced which elements were remembered, but as the Ss remembered more, the story grammar structure became the dominant influence over the elements remembered. (Author/RM)

This study explores how adults' perspectives, intentions, blockages, resistance, and fascinations are reconstructed during a mathematics course in adult basic education. These aspects are discussed as important building blocks for developing theory in adult educational research. Adult mathematics education was compared in different institutional…

This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical…

A look at an experiment using prose in which questions are categorized as 1) active; or 2) passive. (HB)

A presentation of arguments demonstrating piaget's sensorimotor stages in Hebb's terms, and the suggestion for performing a computer test. This paper is an early progress report of an attempt to translate some plausible arguments into a rigorous demonstration. (Author)

Results indicate that subjects are not able to work within a closed abstract system before they have attained the capacity for formal-operational reasoning. (RB)

The third paper of a series on intellective factors in learning mathematics, critical reviews of research concerned with variables that influence mathematical ability are presented here. (Author/KM)