Describes two studies investigating the development of recursive thinking in 60 Dutch children five, seven, and nine years of age. The first study replicated earlier research employing a verbal production procedure. The second study used verbal comprehension procedures and concluded that development appears two years earlier than indicated by the…

Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)

Describes a study of fifth grade students' ability to process information from a play, and compares the results to related information from television research. (JC)

Questionnaire responses of Israeli headmasters (N=110) on the introduction of microcomputers in their schools for handicapped children revealed a common emphasis on cognitive skill training and basic skill development with the hope that the computer's characteristics (clear-cut goals, feedback, adaptable pace, high response rate) would facilitate…

Draws a parallel between the resistance experienced by a patient in psychoanalysis and the resistance expressed by students in composition or literature courses. (JC)

A study of 48 dental students' learning styles during the four-year program found that students scored higher on one of four possible dimensions (the concrete sequential) each year and that student preference for this dimension increased with progress toward graduation, suggesting its reinforcement by the dental school environment. (MSE)

Examines the verbal interactions of one teacher with young children (three to five years old) in a preschool classroom through an analysis of her questions and dialogue. Results indicated this teacher asked questions encouraging open, extended conversations, and maintained natural and child-centered conversations with children. (Author/BB)

Describes the characteristics of progressive schematization with regard to column multiplication and column division. Contrasts this with column arithmetic based on progressive complexity. Presents a summary of research data concerning column arithmetic. (TW)

Describes a longitudinal study of students' perceptions of the information search process in libraries over a four-year period from high school through college. The discussion covers the cognitive theory on which the study was based, a model of the search process, and how closely students' perceptions matched the model. (26 references) (Author/CLB)

Presents follow-up to Girls into Science and Technology Project and examines development over three-year period of children's sex stereotypes and their attitudes toward and achievements in science. Concludes that, although some links were evident, sex stereotypes were only weakly related to children's achievements in, choice of, and attitudes…

Twenty-six deaf adolescents received instruction in a structured program of cognitive education called "Instrumental Enrichment." The program addresses, among other processes, comparison, classification, logical progression, spatial orientation, analysis and synthesis, and syllogistic thinking. Following training, the subjects showed…

Discusses theories of how children represent the environment in their memory with reference to recent empirical evidence. States that children are more competent at recalling a route than has been assumed previously and that there are age-related differences in children's ability to select landmarks along a route. (Author/CW)

Suggests that many reading problems may be caused by insufficient background knowledge rather than lack of reading skills. Provides suggestions about how teachers can integrate concepts and materials from social studies into their reading lessons to build students' background knowledge. (ARH)

Examines current spelling research from the perspective of one individual kindergarten student's creativity with sounds and writing. Stresses the importance of encouraging young children to explore written language in their own way. (RWB)

Argues that cognitive reductionism--seeking singular, unitary cognitive explanations for broad ranges of poor school performance--is an inadequate and culturally biased approach to the study of remedial writers. Surveys different approaches to cognition, and notes problems in applying these theories to the thought processes of poor writers. (MM)