Data on problem solving collected within the framework of G. Eckblad's cognitive theory of affect (1981) are analyzed with 3-mode principal component analysis. Eight tasks with 6 judgment scales were completed by 32 13-year-old boys. The effectiveness of the TUCKALS principal components analysis method is discussed. (SLD)

Reviews evidence on development of competence in decision making during adolescence focusing on cognitive aspects. Discusses indicators of competence: choice, comprehension, creativity, compromise, consequentiality, correctness, credibility, consistency, and commitment. Evidence suggests that many adolescents show reliable level of competence in…

Examined the ability of 85 children of 6, 8, and 11 years to reason deductively with content for which practical knowledge is irrelevant. The emergence of a clear developmental pattern showed that children's ability to differentiate responses to logical and illogical syllogisms improves over this age period. (RJC)

This discussion of metalearning theories and thinking skills in relation to instructional design highlights other papers presented in this journal issue. Topics discussed include properties of skills; problem solving; the concept of psychological sets in contrast to the concept of skill; and the organization of previously acquired systematic…

Defines the cooperative group decision-making process of consensus, contrasts it with voting and compromise, and presents an illustrative situation. Describes individual consensus skills, the role of group facilitator, pitfalls of the process, and use of consensus in educational settings and large organizations. (SV)

Developed behavior observation system for group supervision, designed to measure occurrence of verbal problem-solving behavior during group supervision meetings. Obtained reliability data from four counseling teams' group supervision meetings at residential facility for children with social and emotional problems. Results indicated that system had…

In a comparison of cognitive processes and knowledge structures of expert and novice parents, interview data and verbal records were collected during two visits to five expert and seven novice mothers of infants. Results indicate clear differences between experts and novices in goals for the child, parent role, problem solving, and cue recognition…

Describes a curriculum guide to teach self-help skills for single parents. The guide features problem solving and decision making as the skills essential for effective management of one's life. (JOW)

Discussion of the preparation of knowledge for problems appropriate for expert systems focuses on relationships among problem attributes and their solutions through the creation of a solution matrix. Two examples are given, one for wine selection and one for decisions that an automobile manufacturer's sales force might have to make. (LRW)

The authors argue that home economics teachers should teach critical thinking and problem solving to their students. They demonstrate the uses of questioning and concept attainment to develop such skills. (CH)

Discusses specific learning strategy tactics for acquiring verbal knowledge basic to certain disciplines, procedural skills (reading, using language, and problem solving), and self-motivation techniques applicable to all types of learning situations. All three tactics are necessary for creating a well-structured knowledge base. Includes 21…

Results of two experiments with five-year-olds indicated that: (1) conservation can be quickly taught with lasting results; (2) training on a limited range of exemplars will produce generalized correct responses to other, untrained classes of conservation problems; and (3) children's explanations of their judgments change as a result of exposure…

A theory of legal problem solving is presented and proposed as a foundation for designing instruction and for analyzing law-related problems. It is argued that the development of problem-solving skills should be made the primary goal of legal education as a whole. (MSE)

A beginning solution and generalization are given to a problem on area and perimeter presented in a previous article. Various figures are used to illustrate how posing problems and identifying increasingly general methods promotes problem-solving maturity. (MNS)

The article presents a model of problem solving in supervisory interactions in public school speech-language-hearing programs. Specific principles of supervision and related recommendations for collaborative problem solving are discussed, as are continued professional growth of both supervisees and supervisors, interdisciplinary team functioning,…