This article focuses on two approaches to teaching reasoning and problem solving. One emphasizes the role of domain-specific knowledge; the other emphasizes general strategic and metacognitive knowledge. Many instructional programs are based on the latter approach. The article concludes that these programs can be strengthened by focusing on domain…

Defines one approach to problem solving in terms of student use of algorithms to find their solutions and gives examples. Discusses how problems and algorithms relate to each other. Describes strategies for teaching problem solving using algorithms. (CW)

Examines the dynamics involved when preschoolers aged five years attempt to build replicas of Lego models, either by working alone or with another. Results show that collaboration was more conducive to learning than was independent work and that children were able to generalize their skills. (Author/RWB)

Interpersonal problem-solving skills of 17 mildly retarded students and two groups of nonretarded subjects (Ns=30) matched on mental age (MA) and chronological age were assessed using hypothetical problem solving situations. Results indicated similarities between mentally retarded subjects and MA matched controls in types and number of strategies…

Examines and comments on Logo's educational rationale in light of Piagetian theory and recent studies in information-processing psychology. Two educational problems from which Logo theory has been derived and Logo's responses to these problems are discussed. (MBR)

Discusses the development of visual thinking in students. Also presents a strategy that incorporates visualization exercises within the framework of traditional mathematics. The technique appears successful for students studying geometry, fractions, and problem solving. Visualization abilities increase understanding and therefore give students…

Reports research supporting the hypothesis that concrete-operational college students playing the game Master Mind with an observer where there is verbal interaction designed to stimulate thinking about the problem-solving situation will show greater cognitive growth than subjects not playing the game. Implications for science instruction are…

In a reviewed series of spontaneous and learning-set studies of adults and children, adults solved problems even if they attended to four dimensions; young children failed when attending so broadly, but solved when attending to a single dimension. (Author/HS)

Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…

Examines the effect of different training methods on perceptual learning of impulsive children. A matching to sample method (M), and a differentiation method (D) were used. Data indicated that Ss receiving D training learned to process features distinguishing stimuli; whereas, Ss receiving M training showed no preference for a particular mode of…

Results indicated that Piagetian developmental level significantly predicted problem-solving performance, whereas level of field independence did not appear to clarify individual differences in a meaningful way. (Author)

Creativity training materials were used with a group of elementary school children who exhibited academic, social or emotional problems. Study recommends increased use of such materials, with more time and attention allowed for group discussions and role-playing during these periods. (MK)