Methods for solving logic puzzles which focus on thought-free procedures that facilitate solution are discussed. Two of the procedures noted pertain to the interior of any submatrix, whereas others span several submatrices. A puzzle is presented at the conclusion as an exercise for practicing the methods promoted. (MP)

Describes the types of mathematical games or puzzles that can be used in foreign language courses and dicusses the purposes they serve. Emphasizes their effectiveness as motivational learning stimuli and points out that they can be used either as instructional or reinforcement devices which force the student to "think" in the foreign language.…

The effects of a social model on first- and second-grade children's persistence in problem solving were studied using a wire-puzzle task. Both duration of effort and success of the model significantly affected children's persistence,compared with that of a control group. (Author/RD)

Investigates three gender pairs of preschool and elementary school childrens' task solving using floor and screen versions of the Logo turtle. The study provides insights on the strategies and interactions of young children in a novel problem-solving context. It reveals gender differences showing that, although girls take more time and make more…

Forty fifth and sixth graders, matched on sex and measures of test anxiety, defensiveness, and IQ, were divided into two groups, each of which solved Porteus maze tasks and a marble puzzle, with and without memory support, respectively. An anxiety-by-memory support interaction occurred in the number of errors made prior to solving the marble…

Twenty puzzles originally posed by Sam Loyd (1841-1911) are presented. Solutions are provided. (SD)

A set of geometric pieces is used to solve problems involving geometry, combinations, division, and money. (JT)

Provides a classification scheme for four-by-four magic squares. Presents some classroom activities. Introduces a notation system for individual cells in the square. (JM)

Eleven activities with a puzzle consisting of 12 five-square shapes are presented, with some solutions illustrated. (MNS)

Reports a study to determine the presence or absence of racial preference in preschool children as indicated by their imitation of black or white filmed models, the results of which indicated that racial preference does not emerge at an early age throughout society as a whole. (Author/JM)

Cross-number puzzles are presented as both learning devices and as means of student evaluation. (MP)

A journal called the Ladies' Diary published from 1704 to 1841, presented mathematical problems, and solutions to the problems. The purposes of the journal are compared to those of Scientific American today. (SD)

Children of five to eight years of age were assigned to a play group, a narrow-focus, goal-directed group, or a broad-focus, goal-directed group. Children in the broad-focus group recognized and recalled significantly more features of the environment than did children in the other two groups. (Author/BB)

Assessed helplessness behaviors in five- to seven-year-old children of mothers with and without depression. Found that, although mothers with depression set a more negative affective tone than mothers without depression during mother-child puzzle tasks, there were few significant differences between the two groups of mothers and children. (MDM)

States that puzzles are an important tool in helping children engage in the problem-solving process. Claims that children are interested in puzzles because they can be active as observers, problem solvers, and learners, with little or no assistance from adults and others. Defines nine characteristics of good puzzle-making situations. (MOK)