"Connections" is a program to help teachers infuse thinking strategies such as decision making, problem solving, communicating, and understanding into all subjects. Students work in small groups to apply each strategy to what they are studying, and these strategies are transferable not only between subjects but to the real world. (TE)

Approaches to teaching thinking such as direct teaching of thinking skills and metacognitive approaches, if applied thoughtlessly, can backfire and inhibit thinking, especially with students who are already able, but unconventional, thinkers. We do not know enough about the nature of thinking processes to warrant a mandated thinking skills…

A response to the opinion by John Baer that teaching thinking puts able thinkers at risk. The chances are greater that educators may retreat from teaching thinking if they are uncertain about the importance and possibility thereof than that able students will be harmed by efforts to help them. (Author/TE)

Evidence from the Higher Order Thinking Skills (HOTS) program suggests that at-risk students show little understanding of content without first receiving concentrated instruction in understanding itself. Teaching thinking skills to at-risk students requires a thinking environment, consisting of exploratory conversations, stimulation of curiosity,…

To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)

Examines children's understanding of what variables and relations are important in problem structures, and their use of these variables and relations in problem solving. (HOD)

A recent study in Baltimore shows that the inclusion of a structured cognitive skills program in the language arts curriculum significantly improved student verbal performance on the Scholastic Aptitude Test (SAT). (MD)

Thirty-five students from all ability levels in the first and second year of secondary school were interviewed to determine their understanding of appropriate application of number operations. Results of the interviews are classified into five different levels of understanding. (DT)

Self-regulated learning (SRL) is the process through which individuals direct and sustain their awareness, behaviors, and motivation to optimize their learning or to reach goals. Noting that very little research has been conducted on young children's SRL, this study examined 40 kindergarten children's SRL by investigating: their awareness while…

Reflective and impulsive children were instructed to hasten or delay their responses on a test of hypothesis-seeking and constraint seeking conceptual strategies. Latency of response data on pretesting, training, and immediate posttests showed that the attempts to hasten or delay responses were successful in changing response latencies. (ST)

Perceptual and cognitive development were investigated in two recall tasks with 48 Ss from each of the grades kindergarten, third, and sixth. (Author)

Attempts to determine the age at which the concept of middleness," or intermediately positioned object, emerges and is functional. (MB)

Describes a study, involving 120 first grade children, which supports the hypothesis that the rate of attainment of conservation skills is significantly enhanced by experiences made possible by the first grade program of SCIS. Describes the six conservation tasks used for pre-tests and post-tests: number, liquid amount, solid amount, length,…

Studied discriminative and investigatory response behavior and effects of response training on children 4-5 to 6-5 years of age. (DR)

"A new sort of concept attainment or decoding-encoding experimental paradigm based on the model is developed and an experiment on 5-, 7-, and 9-year-olds is reported. (Author)