Each of the five principal goals of education--cultural literacy, understanding, synthesis, mastery, and involvement--is best achieved using teaching strategies that develop thinking skills appropriate to the curriculum objectives associated with the goal in question. The specific strategy selected depends on learner readiness and content…

Despite success of cognitive behavior modification (CBM) techniques in changing the behavior of learning disabled children in specific situations, little success has been achieved in changing cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. (Author/CL)

The creative act arises out of a need to explore human experience, and mathematics is a locus of creative activity. Mathematics should be taught to show the value of imagination and reasoning. (MT)

Acquisition of sentient-nonsentient distinction in 48 children between four- and seven-years-of-age occurred later than animate-inanimate distinction. The children's use of naturalistic or nonnaturalistic explanations depended on the logical nature of events in which objects were involved rather than familiarity with objects themselves. Ability to…

Examines appropriate map learning experiences for elementary school children based on inferences derived from Piaget's research on cognitive development. Addresses the eight skills developed in most map learning programs: 1) interpreting symbols, 2) envisioning perspective, 3) locating places, 4) determining direction, 5) computing distance, 6)…

Explains the relationship between important citizenship goals and recognized map skills. Demonstrates, grade by grade, how to conduct map learning activities that foster active involvement and problem solving skills needed for democratic citizenship. (JDH)

Presents fifteen activities designed to lead children from the enactive, iconic, and symbolic levels of understanding map symbols, perspective, direction, distance, location, scale, relief and elevation. (JDH)

Results of a psychoeducational evaluation administered to 40 hearing-impaired children (5-18 years old) revealed that hearing loss of any degree appeared to affect psychoeducational development adversely, leading to the conclusion that even minimal hearing loss places children at risk for language and learning problems. (Author/CL)

The article discusses ways that cognitive behavioral training (CBT) methods might facilitate acquisitions of basic skills in mildly handicapped students. Elements of the CBT approach are described and studies are reviewed regarding effective teaching, time, and technology. (CL)

Results indicated that Down syndrome young children were significantly less able to delay touching an attractive but prohibited stimulus than were nonretarded children of similar developmental or language level and that several kinds of within-task strategy behavior facilitated performance of the nonretarded children. (Author/CL)

Investigates developmental change in the use of strategies to eliminate interference from irrelevant information in memory. Two developmental transitions were found: (1) from ineffective to effective selective remembering (between ages 7 and 11), and (2) from the use of a selective retrieval strategy to a more sophisticated rehearsal strategy…

To obtain reliable and valid measures of cognitive development in group settings, the Test of Logical Thinking, a paper-and pencil test of formal reasoning ability, was developed. It was administered to high school stuents, and alternate forms were then devised. Applications are discussed. (MNS)

Interest in cognitive science resulted from social trends that occurred in society due to the postindustrial revolution. A discussion of the key ideas of the cognitive sciences is offered. (DF)

The article reviews work conducted on the assessment and training of social skills in learning disabled individuals, outlining cognitive social skills and overt social behaviors that should be included in interventions, and discussing assessment techniques (such as behavioral observation codes and sociometric techniques). (CL)

The author discusses levels of psychomotor skill acquisition: perceiving, motivating, imitating, performing, adapting, and innovating. How these skills interact and how they affect the learner's ability to learn are examined. (CT)