The relationships between cognitive style, teacher-structured presentation and independent problem solving teaching methods, and factual-content and concept-generalization achievement are investigated. (DG)

Explains Piaget's concepts of "subject-object" and "subsystem" interactions in problem solving and describes a test that substantiates Piaget's hypothesis and points to antecedent conditions that appear to stimulate imaginal structures. (SB)

A behavioral effectiveness criterion was employed to conceptually and operationally define social intelligence. Using Keating's "A Search for Social Intelligence" as a methodological model, the present study examined four measures of academic intelligence and six measures of social intelligence using three different correlational procedures.…

The performance of children ages three through eight years on a series of class-inclusion problems was examined in two studies. Three patterns of performance were observed: three- and four-year-olds responded in an approximately haphazard pattern, five- and six-year-olds tended to be consistently wrong, and seven- and eight-year-olds showed a…

An anagram task administered to high and low test-anxious subjects under varied levels of external distraction showed a significant main effect of test anxiety for the "hard" anagrams which also interacted with the subjects' sex and distraction. The effects of increments of anxiety arousal produced by distraction are discussed.…

Examines principles governing the identification of a system of parameters for accurately describing student thought processes and discusses the parametric analysis of such thought processes, taking as an example problem-solving directed towards the explanation of physical phenomena. A 25-item reference list is included. (Author/JL)

The subjects were 47 first-grade children from three classrooms in a Lexington, Kentucky public school. Results indicate that the position of the unknown set in a verbal problem substantially determines whether or not a problem can be modeled successfully by children of this age. (MP)

Describes a program designed by a practicing inventor to systematically teach gifted and talented elementary school students how to be inventive. Examples of typical student inventions and an appendix listing steps or keys in inventing are included. (Author/RH)

Some easily graded measures of problem-solving processes are introduced, and the impact of a month-long intensive problem-solving course on a selected group of college freshmen and sophomores is demonstrated. The measures are thought to have shown themselves to be both reliable and informative. (MP)

Summarizes the work of "information processing" psychologists who study cognition and contends that intelligence consists of a set of developed thinking and learning skills that can, to some degree, be taught. Nine such skills are listed including problem identification and strategy selection. (Author/MLF)

Research in cognitive science is providing an increasingly detailed understanding of human cognition. Teachers can help students become conscious of their own reasoning processes and then learn to compare, contrast, interrelate, or coordinate various ways in which they think in order to refine their problem-solving methods. (Author/MLF)

Examined effects of cognitive focusing training in early and late concrete operational children. Focusing was manifested by the late concrete operational children regardless of whether or not they had been trained. The amount of negative feedback and the nature of the probe techniques affected the manifestation of focusing. (Author/DB)

States that recall of items given spaced repetitions is generally superior to recall of items given immediate repetitions. Reports on a test of Jacobi's hypothesis that this spacing effect is explained by the distinction between problem solving and remembering. Suggests that the effect cannot be explained solely by this distinction. (Author/MES)