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The Extent to Which Critical Thinking Is Subject-Specific: Further Clarification.
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Ennis, Robert H. – Educational Researcher, 1990
Responds to John McPeck's article, "Critical Thinking and Subject Specificity: A Reply to Ennis" (May 1990), and summarizes his earlier essay. Covers the following topics: (1) versions of subject specificity; (2) vagueness; (3) the distinction between school-subject matter and the subject matter of everyday life; (4) subjects and topics;…
Descriptors: Cognitive Development, Cognitive Processes, Critical Thinking, Knowledge Level
Using the Theory of Successful Intelligence as a Basis for Augmenting AP Exams in Psychology and Statistics
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Stemler, Steven E.; Grigorenko, Elena L.; Jarvin, Linda; Sternberg, Robert J. – Contemporary Educational Psychology, 2006
Sternberg's theory of successful intelligence was used to create augmented exams in Advanced Placement Psychology and Statistics. Participants included 1895 high school students from 19 states and 56 schools throughout the U.S. The psychometric results support the validity of creating examinations that assess memory, analytical, creative, and…
Descriptors: Psychology, Statistics, Theories, Cognitive Processes
Cognition and Affect for Successful FLES Programs: Are Both Domains Vital?
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Garnett, Norma A. – Hispania, 1998
Bloom's taxonomy suggests that the learning process moves hierarchically, from simple to complex, in both the cognitive and affective domains. Spanish curriculum typically emphasizes the cognitive over the affective domain. However, the two domains appear to be interrelated. Spanish FLES programs could be enhanced by emphasizing the learning…
Descriptors: Affective Measures, Cognitive Development, Cognitive Processes, Elementary Education
Critical Thinking--An Overview with Implications for Physical Education.
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McBride, Ron E. – Journal of Teaching in Physical Education, 1992
Describes current issues and difficulties inherent to the topic of critical thinking in physical education; also presents and discusses a schematic representation of a theoretical critical thinking model for the psychomotor domain (cognitive organizing, cognitive action, cognitive and psychomotor outcomes, and metacognitive monitoring). (SM)
Descriptors: Cognitive Processes, Critical Thinking, Educational Theories, Higher Education
Structure du Raisonnement Dductif et Apprentissage de la Dmonstration.
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Duval, Raymond – Educational Studies in Mathematics, 1991
Beginning geometry students misunderstand the requirements of formal proof because of confusion between deductive reasoning and argumentation. Presented is a cognitive analysis of deductive organization versus argumentative organization of reasoning and the applications of this analysis to learning. Implications of a study analyzing students'…
Descriptors: Abstract Reasoning, Cognitive Processes, Deduction, French
Does the Task Truly Measure What Was Intended?
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Santel-Parke, Carol; Cai, Jinfa – Mathematics Teaching in the Middle School, 1997
Discusses a performance assessment tool that entails open-ended tasks requiring students not only to provide answers but to show their solution processes. Discusses several areas to address in developing open-ended tasks. Areas include the need to assess important mathematical content and cognitive processes, use of effective prompts, and use of…
Descriptors: Cognitive Processes, Context Effect, Critical Thinking, Cues