Examines the problem-solving strategies of experts and novices. Summarizes the overall performance of four experts and eight novices. Examines several protocols in depth in order to show how subjects introduced new terms and relationships during problem solving sessions. Compares the strategies of expert and novice problem solvers. (CW)

Illustrates how one can discover structure in mental abilities where none was obvious. Reports that two classes of processes are used to form images. Indicates that imagery is carried out by multiple processes, not all of which are implemented equally effectively in the same part of the brain. (RT)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Argues that an essential factor in becoming literate is young children's developing an understanding of the registers of written language. Examines the reading-like behavior of a prereading kindergartner. (AEW)

Two types of small-group instruction in which student teams work on specific projects are compared. Issues raised include the learning level achieved, teacher and student role changes, the influence of institutional culture on the work, assessment of cognitive skills being developed, and research needs. (MSE)

Suggests ways in which students can elaborate upon activities for improving thinking skills to produce interesting and creative poetry. (JC)

Discusses the importance of teacher intervention in the use of Logo in elementary and junior high schools, emphasizing a process-oriented approach to teaching. The use of worksheets, questioning techniques, and providing a socially reflective and interactive environment are described, and a checklist to see if criteria are being successfully met…

This review of cognitive development research in the area of computer-based reading instruction focuses on reinforcement and instructional objectives. Differences between extrinsic and intrinsic reinforcement and motivation are discussed, types of objectives and learner characteristics are described, and implications for instructional design are…

Examines the implications of temporal separation for children's developmental differences in inferences drawn about an individual's characteristics after observing multiple instances of that individual's behavior. Also tests two competing hypotheses about how young children process information separated in time. (HOD)

Describes five ways that high school students explain a chemical change. Discusses the differences in conceptual understanding of the students based upon their responses to questions about simple reactions. Presents additional classifications of conceptions of chemical reactions done by other researchers. (TW)

Discusses educational uses of microcomputers in context of development theories and models of education and describes the development of a computer-supported writing system for the development of academic skills--a children's newswire service--and its influence on the improvement of low-achieving students' reading and writing skills. (MBR)

Describes the procedures and techniques employed in a peer-group approach for promoting conceptual change. Explains how a series of cards were used to challenge student's conceptions of energy. Suggests that a systematic development of skills is needed to maximize the benefits of a peer group discussion approach. (ML)

Relationship between the social world and individual knowledge acquisition is explored. A general theory predicated on the assumption that social interaction is the driving force behind knowledge acquisition is postulated and then formulated as a model. A selection of results pertaining to social learning are presented. (Author/MBR)

Reports on a longitudinal study of cognitive and motor development among infants born to adolescent and adult mothers when race, parity, socioeconomic status and prenatal care were controlled and home environment evaluated. (HOD)

This article considers relatively neglected resources for the "bootstrapping" of cognitive growth, including chance plus selection, the affective boosting of relevant schemas, the operation of innate biases, and use of spare mental capacity. Implications for educational research are illustrated with reference to recent work on the…