Task-relevant actions can facilitate mathematical thinking, even for complex topics, such as mathematical proof. We investigated whether such cognitive benefits also occur for action predictions. The action-cognition transduction (ACT) model posits a reciprocal relationship between movements and reasoning. Movements--imagined as well as real ones…

Contribution: This research provides insights into the applications of virtual reality (VR) in learning spatial reasoning, which could be utilized and developed in educational frameworks and settings, especially in science, technology, engineering, arts, and mathematics (STEAM), and other aspects. Background: Spatial reasoning and VR are essential…

Test results from the Program for International Student Assessment (PISA) reveal that Shanghai students performed less well in solving interactive problems (those that require uncovering necessary information) than in solving analytical problems (those having all information disclosed at the outset). Accordingly, this study investigates…

Researchers have proposed that an explicit reasoning system is responsible for learning rule-based category structures and that a separate implicit, procedural-learning system is responsible for learning information-integration category structures. As evidence for this multiple-system hypothesis, researchers report a dissociation based on…

Formulates a framework for characterizing elementary children's (n=20) statistical thinking based on a review of research and a cognitive development model, and refines it through a validation process. Proposes four thinking levels which represent a continuum from idiosyncratic to analytic reasoning. Results confirm the four levels of children's…

This paper presents two puzzles that have emerged in a series of completed and ongoing studies at Queen's University, Ontario. These puzzles concern teachers' professional knowledge, a term used to refer to the non-propositional forms of knowledge assumed to be of importance to professional action. This research assumed that the professional…

The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. (Author)

Reports three experiments with kindergartners and first graders which used one-trial multidimensional reasoning tasks like those of Toppino (Journal of Experimental Child Psychology, v30, p496-512, 1980). Feedback information and preliminary experience with simple forms of the task produced high performance levels, and verbal labeling in the…

Research has suggested that the two hemispheres of the brain serve specialized functions, with the most recent studies portraying the left hemisphere as processing information in a linear, serial, or sequential manner and the right hemisphere as processing information in a holistic, concrete, or visual mode. Although few systematic studies have…

Examines U.S. and Chinese 6th grade students' mathematical thinking and reasoning involved in solving six process-constrained and six process-open problems. Concludes that the Chinese sample had a significantly higher mean score than the U.S. sample on the process-constrained tasks, but the sample of U.S. students had a significantly higher mean…

Four experiments investigated children's ability to notice and remember events in which the acquisition of factual information occurs. Results indicated that children tend to report they have known newly learned information for a long time, suggesting that children have some understanding of knowledge acquisition, but not at the level of adults.…

Examined the nature of perceptual classification in children and young adults. Found that most children attend selectively to one stimulus dimension when making perceptual classification judgments. Suggests that this developmental trend does not appear to be a holistic-to-analytic shift but rather a trend toward greater consistency in following a…

This article addresses the close relationship between reasoning skills and literacy, especially in the context of the education of students with deafness. The importance of providing deaf learners with cognitive strategy instruction applied to various aspects of literacy is stressed. (DB)

Evaluation of the relationship between metacognition and analogical reasoning in 80 children (mildly retarded, learning disabled, normal achieving, and gifted) suggests that retarded children's performance reflected a central processing deficiency across processes, learning-disabled children's performance reflected specific processing…

This pamphlet reviews five reports that highlight an emerging consensus among researchers about the value of systematically incorporating cognitive instruction into the elementary school curriculum. First is a comprehensive framework by Robert J. Marzano and C. L. Hutchins for an integrated approach to thinking skills that has been developed and…