Proposes a theory of cognitive processes in doing and learning place value arithmetic. Discusses a computer model that simulates the learning of multicolumn subtraction under one-on-one tutoring to measure the relative difficulty of two methods of subtraction. The model predicts that regrouping is more difficult to learn than an alternative…

A test with 1,446 high school students in Israel of a multidimensional model of adolescent drug use that incorporates sociodemographic variables, personality variables, cognitive variables, interpersonal factors, and the availability of drugs validated the model longitudinally. Results suggest that different legal and illegal substances share a…

The effects of teaching with analogies on students' conceptual understanding and explanations of educational computing were examined with three groups of preservice teachers in a computer literacy course. Students who were taught using complete analogies were found to have a better grasp of computing concepts than those taught using undeveloped…

The ability of 59 college students to access prior knowledge spontaneously in the form of a general procedure and a specific strategy was demonstrated using a training for transfer paradigm. Results are discussed in the context of transfer-appropriate processing and transfer-appropriate procedures models of learning and memory. (SLD)

Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…

Reports a study of 913 Israeli students in grades 7-12 from randomly chosen heterogeneous homeroom classes to investigate students' Piagetian cognitive levels using a video-based test. Results indicate that less than 50 percent of high school students have mastered formal operational reasoning. (MDH)

Francophone learners of English as a foreign language performed metalingual and preference tasks requiring them to utilize second-language knowledge brought to mind under an aural priming activity or a written task. Results indicate important differences between recall with awareness and recall without awareness, which strongly suggests a positive…

Investigates the types and depths of cognitive complexity that 11th-grade readers of high, average, and low reading ability exhibited when given either text-based comprehension questions or reader-based journal response writing assignments. Finds significant differences between the groups in type and depth of cognitive complexity, engagement with…

Three students (ages 17, 19, and 21) with moderate disabilities were taught to read and match-to-sample sight words comprising 4 4-member stimulus sets. Student performance indicated that symmetric relations emerged before one-node transitive relations and that one-node transitive relations emerged before two-node transitive relations. Results…

Describes the development of an approach to reading comprehension by teaching 9- and 10-year-old language-disabled and learning-disabled children to think about their thinking. The juxtaposition of reading books and watching videos of the same stories stimulates these children to process written information into a sequence that communicates…

Assessed the cognitive functioning and psychological well-being of women and men of 60 to 74 years, and 75 to 92 years, respectively. Delineated age and gender differences and identified individual differences that predicted memory. The intentional memory of women was more accurate than that of men. Education and gender, along with processing…

A survey study asked Australian experienced teachers during workshops to rate what they believed to be the most difficult aspects of mathematics in grades seven and eight. Problem solving, number sense, and rational numbers were rated as most difficult. The research question provided a catalyst for action in professional development programs. (MDH)

Effects of animated presentations and practice were studied in a computer-based science lesson involving 55 fourth graders and 64 fifth graders. Results suggest that animated graphics can promote learning, and they demonstrate successful application of interactive graphics in the design of cognitively based practice activities. (SLD)

This article presents the authors' comments concerning their paper (EC 602 059) that examined teachers' thought processes during instruction of at-risk students. The article comments on the authors' reasons for doing the study, their response to critics, and changes they would make if conducting the study again. (JDD)

The ability of 78 disabled and nondisabled second, third, and fourth graders to discriminate between syllables that were vowels and syllables beginning with liquid and plosive consonants was studied. The results suggest that children with reading disabilities experience a deficit in processing phonemic information within syllables. (SLD)