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Peer reviewedMenefee, Emory – ETC: A Review of General Semantics, 1987
Discusses critical thinking as the process of moving fluently among abstraction levels. Defines three components involved in fluency of movement: (1) knowledge, or an awareness of the existence of abstraction levels; (2) payoff, or the reason for acquiring fluency; and (3) timing, or a consciousness of abstraction levels at a given time and place.…
Descriptors: Abstract Reasoning, Cognitive Ability, Cognitive Processes, Concept Formation
Peer reviewedDelclos, Victor R.; Kulewicz, Stanley J. – Computers in Human Behavior, 1986
Examines the teacher's role in computer-based problem solving using sixth grade students and a computer program called Rocky's Boots. Ways in which the program could be used in thinking skills programs are discussed, program improvements are suggested, and teacher intervention is identified as a critical element in computer-based training. (LRW)
Descriptors: Cognitive Processes, Computer Software, Grade 6, Intermediate Grades
Peer reviewedKoslowski, Barbara; Okagaki, Lynn – Child Development, 1986
According to Humean framework, relations are judged to be causal to extent that they are characterized by regularity, continuity, and covariation among college students and college-bound 11- and 14-year-olds. Presents subjects with information about one of the following indices: potential causal factor covaried with effect and potential causal…
Descriptors: Abstract Reasoning, Adolescents, Age Differences, Cognitive Development
Peer reviewedSwartz, Robert J. – Educational Leadership, 1986
Discusses certain teachers' rejection of prepackaged curricula for infusion of critical thinking skills into their teaching. Observational learning develops thinking skills and deepens understanding of causality and responsibility, whether the context is the Battle of Lexington or Chicken Little's dilemma. Strong administrative support is needed…
Descriptors: Cognitive Processes, Critical Thinking, Curriculum Development, Elementary Secondary Education
Peer reviewedCosta, Arthur L. – Roeper Review, 1984
Since thinking is most often performed in problem-solving situations, teachers can become observers by providing situations in which students can practice and demonstrate intelligent behaviors. Some indicators include: perseverance, precision of language, problem finding, decreased impulsivity, metacognition, checking for accuracy, transference,…
Descriptors: Classroom Observation Techniques, Cognitive Processes, Elementary Secondary Education, Informal Assessment
Peer reviewedKail, Robert; And Others – Intelligence, 1984
Sex differences in speed of solving mental rotation problems were replicated but college men and women were alike in frequency of use of algorithms to solve problems. The most frequent algorithm involved encoding stimuli in working memory, mental rotation of one to orientation of the other, comparison, and response. (Author/RD)
Descriptors: Algorithms, Cognitive Processes, Higher Education, Mathematical Models
Peer reviewedDickerson, Ira A. – Journal of the American Association of Teacher Educators in Agriculture, 1984
Indicates that the basics responsible for successful vocational agricultural programs are (1) supervised occupational experience programs, (2) curriculum design emphasizing problem solving and rational thinking, (3) involvement in Future Farmers of America, and (4) qualified teachers. (JOW)
Descriptors: Agricultural Education, Basic Skills, Cognitive Processes, Curriculum Design
Higgins, E. Tory – Journal of Verbal Learning and Verbal Behavior, 1976
Reports on research examining the effect of linguistic presupposition on the solving of three-term series problems. (Author/RM)
Descriptors: Abstract Reasoning, Cognitive Processes, Deduction, Language Processing
Uptegrove, Elizabeth B.; Maher, Carolyn A. – International Group for the Psychology of Mathematics Education, 2004
This paper reports on five students' explorations of structural relationships between problem situations that they worked on over several years as participants in a long-term study. In particular, we describe the case of students who recognized isomorphisms between and among two problem situations and who used particular features of the problems…
Descriptors: Longitudinal Studies, Problem Solving, Mathematics Education, Mathematical Formulas
Michaelides, Michalis P. – 2002
One hundred and seven 5th-8th graders were tested on spatial rotation multiple-choice items to determine age and gender differences in spatial ability. Thirty-one of them were subsequently interviewed. They were asked to explain their reasoning when solving 4 of the tested items and a problem-solving task. Features of visual and non-visual…
Descriptors: Cognitive Processes, Elementary Secondary Education, Learning Strategies, Mathematics Education
Peer reviewedBeamer, James E.; Fejfar, James L. – School Science and Mathematics, 1974
Imagine a wooden cube painted and cut into "unit cubes." A typical activity consists of predicting the number of unit cubes with exactly three faces painted, two faces painted, etc. This article presents extensions of this activity designed to help students develop analyzing abilities and powers to generalize. (JP)
Descriptors: Cognitive Processes, Elementary School Mathematics, Experiential Learning, Generalization
Hunt, David E. – Behavioral and Social Science Teacher, 1973
Planning interdisciplinary education requires attention to the steps by which a student can learn to look at a problem in a more complex fashion, to coordinate perspectives and to synthesize these into a more integrated understanding. (Author)
Descriptors: Cognitive Processes, Concept Formation, Curriculum Development, Educational Problems
Peer reviewedAdult, Ruth L. – Child Development, 1973
It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)
Descriptors: Cognitive Processes, Conceptual Tempo, Elementary School Students, Games
Peer reviewedCsikszentmihalyi, M.; Getzels, J. W. – Journal of Personality and Social Psychology, 1971
Descriptors: Behavior Patterns, Cognitive Development, Cognitive Processes, Creative Activities
Peer reviewedLieblich, Amia; And Others – Perceptual and Motor Skills, 1971
Descriptors: Arithmetic, Behavior Patterns, Cognitive Processes, College Students


