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Demetriou, Andreas; Christou, Constantinos – UNESCO International Bureau of Education, 2015
Information flows continuously in the environment. As we attempt to do something, our senses receive large volumes of information. In any conversation, messages are exchanged rapidly. To understand meaning, we have to focus, record, choose and process relevant information at every moment, before it is displaced by other information. Often,…
Descriptors: Intellectual Development, Individual Differences, Intelligence, Inferences
Piwowar, Deanna; King, Ethel M. – Elem Engl, 1969
Descriptors: Cognitive Processes, Intellectual Development, Language Acquisition, Language Research
Helm, Gladys – Illinois Teacher of Home Economics, 1983
Illustrates techniques for the development of thinking skills, using the processes of observation, recall, information processing, and concluding. (SK)
Descriptors: Cognitive Processes, Intellectual Development, Logical Thinking, Observational Learning
Paul, Richard – 1991
This paper explores the intimate connection between creative and critical thinking, by arguing that both are inseparable in everyday reasoning. The details of the relationship between creative and critical thinking are worked out in relation to the processes of: (1) thinking through the logic of things; (2) taking command of reasoning and logic;…
Descriptors: Cognitive Processes, Creative Thinking, Creativity, Critical Thinking

Lengel, Robert A.; Buell, Robert R. – Science Education, 1972
Although there was an increase in the proportion of students using the logical principle of exclusion" from grades 7 to 9 to 12, there was little relationship with IQ and socio-economic measures. (AL)
Descriptors: Cognitive Development, Cognitive Processes, Educational Research, Intellectual Development

Ennis, Robert H. – Review of Educational Research, 1975
Descriptors: Children, Cognitive Processes, Critical Thinking, Elementary Secondary Education

Lawler, James – Human Development, 1975
Suggests that although Piaget's psychological theory is developmental and dialectical in a general way, the lack of a developed philosophical basis leads to the subordination of a dialectical approach to static, anti-dialectical concepts. Hegel's theory of interaction and contradiction is examined to show that dialectical theory has a precise…
Descriptors: Cognitive Development, Cognitive Processes, Conservation (Concept), Intellectual Development

Buell, Robert R.; Bradley, Gertrude A. – Science Education, 1972
Descriptors: Chemical Equilibrium, Chemistry, Cognitive Processes, Educational Research

Mitchell, Basil – Oxford Review of Education, 1976
Because university teachers tend to be intellectually lazy and avoid sound, rigorous thought, it is emphasized that they should weigh evidence, assess arguments fairly, and take a partial stand on values and philosophies they hold. (ND)
Descriptors: Abstract Reasoning, Cognitive Processes, College Faculty, Educational Philosophy

Weybright, Loren D. – Urban Review, 1976
Concludes that the role of the teacher as researcher in children's development of thinking and socialization through play is multi-dimensional. The initial function is the internal analysis of children's thinking and interaction within a variety of settings. (Author)
Descriptors: Child Development, Cognitive Development, Cognitive Processes, Intellectual Development
Cierzniak, Suzanne Lipetska – 1985
This annotated bibliography attempts to answer the following questions: (1) What is criticial thinking? (2) Can it be taught and to whom? (3) Which methods are most practical for teaching critical thinking to secondary students? and (4) Can its acquisition be tested? The first question researches the literature for a definition of the term. The…
Descriptors: Cognitive Processes, Critical Thinking, Developmental Stages, Intellectual Development

Hale, James P. – Journal of Research in Science Teaching, 1979
Comments on a recent article by DeLuca on electronic "measurement of logical thinking" questioning four aspects of the article. DeLuca responds to the criticism on those four aspects in question. (GA)
Descriptors: Cognitive Development, Cognitive Processes, Educational Research, Intellectual Development

Kuhn, Deanna; Phelps, Henry – Child Development, 1976
The development of children's comprehension of cause and effect relationships was studied in 68 kindergarten, first grade, and second grade children. (BRT)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Comprehension

Lawson, Anton E. – Journal of Research in Science Teaching, 1979
The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)
Descriptors: Cognitive Development, Cognitive Processes, Educational Philosophy, Educational Theories

Staver, John R.; Gabel, Dorothy L. – Journal of Research in Science Teaching, 1979
The goal of the study is to describe the development and validation of a cognitive development test. The test fulfills the criteria of (1) logical equivalence of test items and the mental logic of Piagetian tasks; (2) reliability and validity of the group measure; and (3) efficient, objective assessment. (RE)
Descriptors: Cognitive Processes, Educational Philosophy, Educational Research, Educational Theories