Investigates the conditions under which positive interdependence enhances or interferes with individual success and overall group productivity on a computer-assisted problem solving task. Results indicate that both positive goal and resource interdependence increase success in performance of tasks. (KO)

This article argues for the importance of studying word-recognition strategies in the assessment of dyslexia. The dual-route model is defended despite attacks from supporters of computational models of modern connectionism. A computer-based diagnostic test battery is described and illustrated via 2 case studies of 15-year-old dyslexic boys in…

This paper provides an overview of collaborative consultation, a service delivery model emphasizing mediated joint problem-solving efforts between individuals from different fields. Of special emphasis is the role of teachers of mainstreamed hearing-impaired students in providing ongoing support to regular classroom teachers, speech-language…

Hypothesized that arithmetic calculating procedures and types of problems that necessitate more subproblems will lead to longer solution times. Data from 36 third grade students who mentally computed problems with sums greater than 20 and less than 100, confirmed both hypotheses. (RH)

Describes an exercise designed for an introductory level calculus-based physics class. Presents a problem on why a rod dipped in water is stable when it is oriented at an angle with the vertical. Discusses qualitative understanding, mechanical understanding using equations, and experimental verification of the problem. (YP)

Investigates the relationship between student talk in cooperative learning groups and the learning of complex cognitive tasks. Studies 2 classrooms of 51 students in which a social studies unit designed to assess the development of problem-solving skills in a cooperative learning environment was administered. Reports a strong correlation between…

Describes methods for teaching able students mathematical problems. Provides four problems and discusses the students' responses to them. (YP)

Describes the use of oceanographers' models for introducing students to the concept of mathematical modeling. Outlines a lesson showing the interrelationship of science and mathematics. (RT)

Develops a realistic group problem-solving exercise to analyze information, make deductions from presented facts, draw conclusions, and communicate these processes to others. Describes the national education system of New Guinea, the exercise, and some comments. Provides a technical and economic report and a worksheet for the exercise. (YP)

Describes a kangaroo simulation which can be adapted for use with radio tracking activities for other animals. Outlines procedures and information to help implement the activity. Provides a map of Australia, calculations, and sample kangaroo movement data. (RT)

Discusses the overall educational value of grouping students to enhance learning in the classroom. Describes an alternative to whole-group lecture which is referred to as cooperative problem solving. Explains staff training and procedures necessary for implementing this technique. (RT)

A long-term instructional experiment involving 45 third graders learning LOGO demonstrated that LOGO fulfills some of its early promise when used in carefully crafted educational contexts. There was little evidence of boosting general problem-solving skills as a result of learning programing, but learning geometry appeared enhanced. (SLD)

Described are six activities for elementary and middle school students designed to encourage them to think about careers in engineering. Instructions and materials are discussed. (CW)

Two classes of second graders (24 high and 19 average math ability students) were taught to use differing schematic drawings to represent differing categories of addition and subtraction word problems. Results indicate that American textbooks could include many more difficult word problems than is currently the case. (TJH)

Describes a computer program under development that is to be used as a tool for theory builders, teachers, and students in language learning. This is an interactive program and not only helps the learning of a language but also provides analysis on how language is learned. Questions if computers learn. (GG)