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Download full textPalmer, William S. – 1971
Five modes and strategies for improving cognition in reading are discussed. As defined by the author, cignition concerns recognition of knowledge and development of intellectual skills and abilities. The five points discussed are: (1) cognitive skills can be arranged in a hierarchy; (2) to teach students at or near the apex of the hierarchy,…
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Development, Cognitive Objectives
Fearn, Leif – 1977
A distinction can be made between the term "creativity" and creative thinking skills. Creativity typically refers to a talent for original and masterful production in the arts and sciences, and there is scant evidence that teachers have any influence on creativity of this kind. Creative thinking refers to a group of six thinking skills that if…
Descriptors: Cognitive Development, Cognitive Processes, Creative Development, Creative Thinking
PDF pending restorationWilliams, Robert T., Ed. – 1976
Based upon the assumption that the teacher is the single most important factor in the development of reading skills, this volume provides information concerning different aspects of why citizens need to read and how teachers can aid in this process. Included in "why to read" are insights into the multifaceted aspects of communication, the…
Descriptors: Childrens Literature, Cognitive Development, Communication (Thought Transfer), Comprehension
BEREITER, CARL – 1967
THE CHILD'S CAPACITY FOR SELF-ACTUATED INTELLECTUAL GROWTH AND THE POSSIBILITY OF SPEEDING UP INTELLECTUAL GROWTH THROUGH IMPROVED OPPORTUNITIES AND INCREASED STIMULATION WERE STUDIED. SIX EXPLORATORY STUDIES CARRIED OUT DURING THE FIRST TWO YEARS OF THIS PROJECT WERE REPORTED. THE THREE MAIN AREAS OF LEARNING WHICH WERE INVESTIGATED WITH THE IDEA…
Descriptors: Cognitive Development, Conservation Education, Disadvantaged Youth, Intellectual Development
Ruddell, Robert B. – 1978
The literature of reading theory and research suggests a number of key factors involved in the comprehension process. In simplest terms, comprehension is the process by which an individual actively generates meaning from some linguistic input. Five factors of reading comprehension have been identified through research: vocabulary knowledge, the…
Descriptors: Cognitive Development, Comprehension, Concept Formation, Educational Theories
Decker, Barbara C.; Silverman, Fredrick L. – 1986
Effective teaching strategies must be developed to help students bridge the gap between concrete operational thinking and full formal thinking in the content areas. Reading for meaning requires readers to categorize subjects, recognize relationships, develop and maintain a sequence of thought, recognize and understand inferences, and draw…
Descriptors: Abstract Reasoning, Cognitive Development, Content Area Reading, Critical Thinking
