In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)

The study examined methods of mathematical problem solving with 34 gifted and 34 average Dutch 10 year olds. Typical questioning protocols are diagrammed and results tabulated. Preliminary findings suggest the potential value of explicit teaching of advanced mathematical problem-solving skills to pupils of average ability. (DB)

In this study of students (N=112) invited to participate in a hematology-transfusion medicine tutorial, it was found that students (N=59) receiving problem-based instruction did more poorly than controls on short-term examination but maintained their knowledge after two years better than control groups. (MLW)

Examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and information-processing components. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation…

Describes the mental coding processes involved in the flow of information when the user is interacting with an enabling information-retrieval (IR) system, or a system designed to stimulate the user's grasping towards a higher understanding of the information need/problem/task that brought the user to the system. (Author/AEF)

Examined whether toddlers would use information presented through video to solve a retrieval problem. Found that 2.5-year-olds were very successful at finding a hidden toy based on viewing a televised hiding event, but 2-year-olds were not. Substantially better performance was achieved by other 2-year-olds who either watched or believed they were…

Presents a test of the limits of the Johnstone--El-Banna model of problem solving as related to students' responses to organic-synthesis problems. Finds that the predicted pattern was observed in both samples, although the model was more useful for students without previous problem-solving training and for field-independent and field-intermediate…

Explores the idea that play is one of the fundamental processes by which children develop their understanding of the world by looking at play as an intrinsically motivated activity. (WRM)

In four experiments involving 357 undergraduates, students who read expository passages with seductive details (interesting but irrelevant details) recalled fewer main ideas and generated fewer problem-solving transfer solutions than those who read passages without seductive details. Results suggest that seductive details may prime inappropriate…

Explains tendencies and difficulties experienced by students aged 14 through 17 years during an activity involving measurement in physics. Surveys these tendencies and difficulties through clinical interviews involving data collection, data processing, and data interpretation. Contains 17 references. (DDR)

Reports on the design and study of a new computerized environment enabling a variety of metacognitive supports in different phases of the problem-solving process and designed to influence students' metacognition during word problem-solving. Results indicate that learning environments that provide metacognitive support during the solution process…

Techniques described in this article provide teachers with tools to understand the mental processes that students engage in as they read, write, and problem solve. Use of these techniques may also encourage students to become more active participants in their education. The techniques include journals and learning logs, clinical interviews, and…

This article presents research on students' understanding of basic concepts in Graph Theory. Students' understanding is analyzed through the lens of the theoretical framework of reducing abstraction (Hazzan, 1999). As it turns out, in spite of the relative simplicity of the concepts that are introduced in the introductory part of a traditional…

Recently, the importance of an everyday context in physics learning, teaching, and problem-solving has been emphasized. However, do students or physics educators really want to learn or teach physics problem-solving in an everyday context? Are there not any obstructive factors to be considered in solving the everyday context physics problems? To…

This descriptive study was aimed at looking into how Primary 5 pupils solve pre-algebra problems concerning patterns and unknown quantities. Specifically, objectives of this study were to describe Primary 5 pupils' solution strategies, modes of representations and justifications in: (a) discovering, describing and using numerical and geometrical…