A new regression-based logic strategy is presented for comparing cognitive profiles of children developing reading skills at different rates. Results with 907 children support the phonological-core variable-difference model of reading disability, with the degree of aptitude-achievement discrepancy unrelated to unique cognitive trade-offs of…

Examines the strategies used in answering a computerized multiple-choice test where all questions on a semantic topic were grouped together or randomly distributed. Findings indicate that students grouped by performance on the test used different strategies in completing the test due to distinct cognitive processes between the groups. (AEF)

This article discusses ways to improve mathematics performance of students with learning disabilities through cognitive strategies instruction. Principles of a strategic classroom environment are explained, such as involving students in goalsetting and providing advance organizers. Three specific strategies for math instruction are described:…

An experimental group (n=13) and a control group (n=15) of children with mental retardation were both shown a basic concrete counting procedure. Over six months, the experimental group was given regular opportunities to practice computing sums. Many of them invented calculational short cuts. Results suggest that children with mental retardation…

This study analyzed the performance of 30 children (ages 9-11) with central auditory processing disorders (CAPD), to test the validity of the Auditory Continuous Performance Test in differentiating between CAPD with and without attention deficit hyperactivity disorder (ADHD). Results indicated limited potential of the test in the differential…

Much study remains to be done to make cooperative learning achieve its potential as a primary format for teacher achievement of traditional and innovative goals. Commentary by Philip C. Abrami and Bette Chambers criticizes Slavin's position on the underlying mechanisms of cooperative learning. (SLD)

This study investigated the role of talking-to-learn in small- and large-group discussions about a knowledge object and writing-to-learn in individual time after collaborative reasoning and arguing. The study involved a fifth-grade class in Italy studying ecological concepts, and results show that by sharing cognition students constructed more…

Explores the utility of the intersection of genre theory and cognitive psychology in providing a meaningful framework for analysis and design purposes. Reports results of research into the elements of genre that influence users of digital documents and provides examples of the usefulness of this analysis in Web-based environments. (Author/AEF)

Introduces the Emotional Intelligence Framework for systematically addressing key areas of social competence in development efforts. The framework is drawn from recent theoretical and practical research and development efforts on emotional intelligence and related efforts from cognitive and developmental psychologists. Addresses sources of…

Presents the application of decision-theoretic technique to a computer-based tutoring system for elementary mechanics. Uses sound probabilistic reasoning and a student model to identify learners' misconceptions. Focuses on the integration of Bayesian belief networks, item response theory, decision analysis, and database management systems in…

Reports the results of the second part of a research project that investigated the cognitive and physical behaviors of middle school students (17 seventh grade students) in using "Yahooligans!" to locate relevant information for an assigned research task. Sixty-nine percent partially succeeded, while 31% failed. Implications for formal…

Discusses the categories of spatial thinking and explains methods for helping students develop spatial thinking skills, ask open-ended questions, and choose student-centered activities. Provides activity examples that involve spatial thinking for elementary grades. (YDS)

Describes a study of first-year medical students that tested the effects of problem-based tutorial group discussion on learning new information from a text. Highlights include effects of small-group instruction on cognition; randomized experimental and control groups; recall; and results that showed the positive effects of problem-based group…

Children referred for evaluation of learning impairment (n=100) and 243 typical children were evaluated on a visual filtering task. With each additional processing demand, response times increased disproportionately for children with learning impairments. Overall response time predicted academic skills and cognitive ability, but was more strongly…

A study compared 84 readers with learning disabilities, chronologically age-matched and reading level-matched, for the children's working memory performance for phonological, visual-spatial, and semantic information under initial, gain, and maintenance conditions. The working memory deficits of readers with learning disabilities were hard to…