Article considered experiments that tested the contentions of Piaget and Peel who believed that formal thinking is not established before 11-12 years of age. These studies were tied to the success achieved by pre-adolescent children in solving verbal three-term series problems. (Author/RK)

Study found no difference between social class groups in initial information handling capacity. Difference in ability in upper grades was eliminated by special training. (RT)

The relationships between cognitive style, teacher-structured presentation and independent problem solving teaching methods, and factual-content and concept-generalization achievement are investigated. (DG)

This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…

Forty second- and third-graders were placed into two groups, classifiers and non-classifiers (determined by Piagetian tasks). Twenty of the subjects were then trained to use feedback to manipulate stimulus attributes, in order to determine whether the effect of the training on concept attainment was similar to that predicted by the application of…

Investigates students' mental models of chemical equilibrium using dynamic science assessments. Reports that students at various levels have misconceptions about chemical equilibrium. Involves 10th grade students (n=30) in the study doing a series of hands-on chemical experiments. Focuses on the process of constructing mental models, dynamic…

Reports on a study in which three 3rd grade students were presented with the volume of cuboids. Examines the problem solving actions students demonstrate and analyzes students' strategies and solutions. Explores the connection between spatial structuring and the use of numerical operation. Considers perseverance and control emerging when solving…

Provides a first-person perspective on problem solving in an undergraduate history of mathematics course. Highlights social and material resources for problem solving. Generalizes primary factors affecting perceptions of a problem. Discusses the influence of factors on the personal perceptions of problem difficulty. Includes analyses of resources…

Supports the use of microanalysis of conceptual change as a tool for reconceptualizing the nature of students' knowledge-in-development and dissolving concept-misconception and expert-novice dichotomies. Contains 48 references. (DDR)

Describes one student's learning pathway as a sequence of several metastable conceptions of the atom starting from a planetary model. Displays the final cognitive element as an association of three parallel conceptions. Contains 26 references. (DDR)

Focuses on many alternative conceptions and nonconceptions about material related to equilibrium and thermodynamics. Uses interviews and compares the concepts from these with those expressed by experts in textbooks. (DDR)

Uses digraphing as methodology to synthesize students' conceptions of natural phenomena in order to identify the structural characteristics of their conceptions. Contains 41 references. (DDR)

The California Mathematics Standards are cynical, mind-numbing, and shallow. Instead of balancing problem solving, concept development, and skill acquisition, the standards are full of obsolete mathematics and devoid of problem solving. Students offering only an algorithm when asked for meaning have style without substance. Blind memorization is…