Dual-process theories have been proposed to explain normative and heuristic responses to reasoning and decision-making problems. Standard unitary and dual-process theories predict that normative responses should increase with age. However, research has focused recently on exceptions to this standard pattern, including developmental increases in…

Three degrees of cognitive processing were tapped by four problem types when 60 children between four and eight years were administered a set of geometry tasks differing in complexity. Analysis revealed that the tasks differed in difficulty, task success was related to age, and a hierarchical sequence existed among the skills. (SKC)

Review of existing research on the general cognitive outcomes of Logo training concludes there is little data-based or empirical evidence on the effects of teaching Logo to children. It is suggested that current research on Logo should be more directly tied to outcomes related to learning a structured computer language. (MBR)

Research on logical competence in adulthood was framed by the general competence-moderator-performance model of life span cognitive development constructed by Overton and his colleagues. This approach was able to distinguish between logical knowledge necessary for task solution and informational processes that may facilitate or inhibit the…

Assessed J. F. Wohlwill's notion of way-stations in development by investigating developmental interdependencies among children's solutions to three proportionality tasks: a balance beam task, a probability judgment, and a juice-mixing task. (SKC)

Ten- and 11-year-old boys and girls were taught to solve Inhelder and Piaget's pendulum problem and the results of the experiment replicated their expectation that unaided 10- and 11-year-olds do not often solve the pendulum problem. (Editor/RK)

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the…

Examines and comments on Logo's educational rationale in light of Piagetian theory and recent studies in information-processing psychology. Two educational problems from which Logo theory has been derived and Logo's responses to these problems are discussed. (MBR)

The relationship between cognitive development and problem-solving skills is discussed. One approach for improving students' problem-solving skills rests in the application of cognitive development theories to instruction. Instructional strategies that facilitate cognitive development can be categorized into two groups: instruction that challenges…

The conference papers in this collection emphasize the theoretical significance of their authors' work in the areas of mathematical and cognitive psychology. Major topics considered include facilitation of problem solving; psychological differences among problem isomorphs; the process of understanding in problem solving; processing information for…

A series of studies was conducted over a three-year period to determine whether the teaching technique developed in the 1960s called "inquiry training" is effective for teaching problem-solving, thinking, and/or decision-making skills. (Inquiry training is a process in which students are provided with a puzzling situation, are given the…

The main problem of this study was to examine the set characteristics of children at various age levels. Subjects were observed according to their ease of excitability and extinction in the haptic and visual modalities. Set patterns were examined at different age levels to determine if there was any trend from one age to another. The findings…

The purpose of this paper is to review the relevant evidence concerning the relationship between knowledge and its effect on learning, with an end to answering the questions: (1) How important is knowledge to learning? and (2) How does the relative importance of knowledge change with development? The paper is divided into three main sections:…

Reported is an experiment undertaken to determine the extent to which analytic and global cognitive styles differed in developing or utilizing a selection type strategy in concept identification. Using the Hidden Figures Test (HFT) in five sections of an introductory psychology class, two groups of students, one analytical and one global, were…