The use of cellular automata to analyze several pre-Socratic hypotheses about the evolution of the physical world is discussed. These hypotheses combine characteristics of both rigorous and metaphoric language. Since the computer demands explicit instructions for each step in the evolution of the automaton, such models can reveal conceptual…

Focuses on a single case study of a mentally handicapped child to examine directly the relation between the development of number-after rules and a counting-on from the larger addend (COL) strategy. Examines the development of children's proficiency with n+ and 1+n combinations and the evolution of their counting-on strategies over time. (AA)

Examined age- and schooling-related influences on memory and phonological segmentation skills of 19 children who missed and made the school-entry cutoff date in a given year. Tested recall ability, short term memory strategies, and phonological awareness. Found that growth of memory skills and strategies, particularly short term, is primarily a…

Contrasts recent views of learning and cognition with cognitive learning theories of the late 1950s and early 1960s. Maintains that Jerome Bruner's spiral curriculum approach, still valuable, is not sufficient to explain cognitive development. Proposes a lattice-like cognitive development structure, inviting differing paths of exploration. (CFR)

Maintains that undergraduate psychology curricula almost always include one or more required experimental courses. Describes the use of the human subjects review process as a method of stimulating critical thinking. Discusses questions posed by the review process and classroom applications of the approach. (CFR)

Investigated whether actors and observers differ in their beliefs about what features of an individual best reflect his/her "authentic self." Results indicate that actors' views differed significantly from observers'. Friend raters believed that their friends' dispositional traits were better indicators than what their friends actually did,…

A behavioral-cognitive treatment program for adults who stutter was evaluated. Treatment combines computer-assisted biofeedback for reducing stuttering and a relapse management program for counseling and attitude change. Three adults in their early twenties reduced disfluencies to below three percent stuttered syllables and maintained these…

The ability of 248 older adults to improve their performance on fluid intelligence tests, with or without tutor-guided instruction in cognitive skills, was studied using multidimensional longitudinal structural equation models. Results suggest considerable plasticity in adult intellectual function and the capacity to improve performance. (SLD)

Examines characteristics of interactive video and microcomputer technology that are useful in the design and development of instructional modules for precalculus, especially for minority groups that have traditionally been underrepresented in math and science. Theoretical design principles are discussed, and examples for use in secondary schools…

Presents a three-phase process that connects writing and cooperative problem solving to each other and to mathematical skills and concepts. The three phases are: (1) writing to communicate mathematics; (2) cooperative learning; and (3) problem solving. Provides examples illustrating each phase. (MDH)

Presents a model of the tutoring process that takes into account the evolving tutor/student relationship and the subject matter concerns that the tutor is helping the student master. Reports illustrative data from case studies from which the model is derived. (15 references) (MDH)

Evaluation of a schoolwide enrichment and resource room enrichment program on problem solving/problem finding for gifted children in grades 3-5 found that the gifted students involved made significantly greater gains than did average ability students receiving the special treatment and significantly greater gains than did gifted students receiving…

Explores two hypotheses about the effect of symbolic systems on psychological functions: (1) culturally elaborated systems of signs affect psychological functioning in a general way; and (2) systems of signs, when used to support skilled action, affect the organization of human activity. Reviews research that supports the second hypothesis. (LB)

Responds individually to Shoenfeld's objections that Ohlsson, Ernst, and Rees' model is unclear; that the hypotheses about learning are unjustified; that the models have not been tested against extant data; and that it is unclear whom the model models. (MDH)

Discusses problem-solving evaluation methods and describes the development of an instrument to evaluate an individual's problem-solving processes. Provides an example of the instrument. (MDH)