MANY STUDIES HAVE INDICATED THE PRESENCE OF A SLUMP OR INVERSION IN THE PROBLEM-SOLVING EFFICIENCY OF CHILDREN AT THE FOURTH GRADE LEVEL. IT HAS BEEN SUGGESTED THAT THIS MAY BE DUE TO THE INTERFERING EFFECT OF THE FORMATION OF COMPLEX HYPOTHESES BY THE CHILDREN. SINCE A TENDENCY TO RESPOND RAPIDLY WOULD PRESUMABLY INHIBIT THE FORMATION OF COMPLEX…

The designs, results, and conclusions of several related research studies which examine the role of student preferences in problem-solving strategies are summarized. Emphasis is upon the relationship between an individual's stated preference and his or her ability to implement this preference and successfully solve a related science task. Students…

American college students are highly diverse with respect to formal intellectual development. This diversity can present educators with a difficult challenge, especially in fields that depend heavily on mathematics. The Cognitive Development Project at the University of Massachusetts is an attempt to foster the development of formal operational…

This study was designed to replicate and extend the work of Steffe on the effect of using different set names as variables in addition problem statements. The behavior of both first- and second-grade students was studied and the usefulness of visual aids in solving addition problems was also investigated. One-hundred twenty first- and second-grade…

A study was undertaken of the effects of formal education and conservation of numerousness on addition and subtraction problem types. Thirty-six kindergarten and 36 first-grade subjects randomly selected from one area of a school district were administered measures of conservation, problem-solving success, and modeling ability. Following factor…

Three extrinsic factors were manipulated in a problem-solving task performed by 80 ten-year-old children of I Q 90-110. The factors were: the presence or absence of the name of the concept given in feedback, specific instructions, and whether the child was allowed to verbalize. The task was a modification of Vygotsky's experiment on concept…

Ten nursery school children who knew how to count but were unacquainted with arithmetic were taught a simple algorithm for solving single-digit addition problems and were then given extended practice. The reaction time on the final block of extended practice suggested that subjects had invented a more efficient procedure to replace the original…

Some uses of fruits and seeds to facilitate problem solving and cognitive processes in young children are suggested. (MR)

To determine whether cognitive level rather than social class differences influence problem solving strategies, children from two SES levels were matched on cognitive abilities (preoperational, transitional and concrete operational) and administered a partial reinforcement task. (BD)

Evaluated the effects of the processes of working alone and of working in pairs on 10th-grade students' performance of tasks involving comprehension and production of electrical diagrams. Sociocognitive interaction had positive effects on students' individual performances, and peer interaction favored the implementation of metacognitive…

This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…

Through examples of both a child's imagination and pretend play activities, demonstrates how a child's imagination is the thinking function that sets the stage for play, while actual play consists of a child's understanding and representation of reality. (HOD)

Presents a developmental taxonomy which promotes sequencing activities to enhance the potential of matching these activities with learner needs and readiness, suggesting that the order commonly found in the classroom needs to be inverted. The proposed taxonomy (story, skill, and algorithm) involves problem-solving emphasis in the classroom. (JN)

Seymour Papert, creator of LOGO, explains how he came to create this important problem-solving language and how he intended it to be used to foster learning among children. What children can do with turtle geometry (indicated to be a natural approach to mathematics) is one topic considered. (Author/JN)

Examines the role of individual preference in the measurement of a student's cognitive level of development utilizing 324 science students from grade eight to college seniors. Results indicate that although students may possess formal thought ability, they may prefer to solve certain problem types via concrete methods. (SL)