When children with Down's syndrome and normally developing children of comparable mental age were compared in their ability to find things they saw in a mirror, it was found that the ability of children with Down's syndrome paralleled that of normally developing children, but that motivational, attentional, and exploratory differences may exist.…

Results of 120 studies were combined by meta-analysis to determine effects on mathematics test performance of factors other than knowledge of content. Conditions that enhanced performance included testwiseness training, praise, word problem pictures, and frequent testing. Conditions depressing or not affecting performance were also noted. (MNS)

Evaluability assessment is a diagnostic and prescriptive technique that can be used to determine the extent to which different problems inhibit program evaluation. It involves policymakers, managers, and staff in developing program theory, clarifying intended uses of evaluation information, and planning further evaluations that would stimulate…

Discusses the cognitive behavior of young children as it applies to the concept of cognitive styles. Encompasses the field-dependence-independence dimension of cognitive style theory and the intellectual aspects and modifiability of cognitive style. (RJC)

Psychometric characteristics of the test scores of 5,663 examinees on six patient management problem tests were studied. The total scores can be divided into subscores based on all options keyed "select" and "omit." Component scores are generally correlated negatively, as reflected in reduced discrimination indices and…

Compares high and low consensus discussions, and identifies patterns of communication which differentiate the two levels of agreement. Describes several interactional differences, including the variety of integration methods employed, and the method and distribution of generating possible solutions to the problem. (MM)

Using planned, sequenced "group initiative tasks," effective cooperative skills can be taught and practiced in an atmosphere of fun and challenge. Such tasks are presented to a group for problem solving, using the physical and intellectual resources of the entire group. (JMM)

Presents six problems from an alternative approach to homework traditionally given to follow-up lectures. Stresses the advantage of longer term exercises which allow for creativity and independence on the part of the student. Problems include: "System Model,""Open-Loop Simulation,""PID Control,""Dahlin…

A critical reexamination of problem-solving through client-centered case consultation is presented for use by school psychologists. It is argued that the focus of consultation should emphasize helping teachers identify and mobilize existing resources and develop self-sustaining competencies in classroom management. (TJH)

The ecological knowledge of university students was analyzed under psychological and educational aspects via a computer simulation, an environmental game consisting of a variant of the Commons Dilemma, and a computerized text base on an actual environmental problem. Conditions impairing acquisition and use of ecological knowledge were discovered.…

Compared interpersonal cognitive problem solving skills of 30 mainstreamed learning disabled (LD) and 30 non-learning disabled junior high school students. Found LD students scored significantly lower than peers on four of five measures of interpersonal problem solving skills, but did not on measures of classroom social behavior. Found no…

Proposes a strategy employing challenge, functionalism, high-order learning, and originality to achieve high-quality individualization in course work. Asserts that individualized instruction better prepares students to solve problems, make decisions, and produce original ideas. (MM)

Suggests a way of helping students apply their reading skills to solve math word problems. Claims comprehension monitoring is a set of skills that can be applied to both reading and math problem solving to help students integrate their reading skills with their computational skills. (MS)

Current hypotheses explaining the link between learning disability and delinquency are evaluated. An alternative hypothesis is proposed which postulates that ineffective social cognitive problem-solving skills increase risk for delinquency in learning-disabled youth. (Author/DB)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)