Instrumental Enrichment (IE), one approach to helping students reflect on their problem solving and develop the ability to generalize, has been used to help secondary deaf students learn to think. Improvements due to IE are reported by teachers as well as students. (CL)

Suggests that the form of note-taking has less significance than the process which goes along with effective note-taking, namely, thinking, summarizing, reciting, and reviewing. (TJ)

Describes two techniques, behavior checklists and response tickets, for grading group activities designed to stimulate critical thinking. (SRT)

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

Describes a highly effective reading program that focuses on learning strategies and the thinking process. (RB)

Argues that diagram interpretation is largely text-dependent and is also dependent upon the use of particular diagram-processing skills which may be very difficult to develop. Discusses some interpretation difficulties and advances strategies to help teachers make more effective use of diagrams. (Contains 20 references.) (Author/WRM)

A study of the differences in cognitive learning styles used by students learning mathematics and English is presented and an attempt is made to determine if students do change their learning styles as they move from one subject area to another. (JMF)

Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

Analyzes the cognitive processes and kinds of knowledge needed to work in a scientific domain like physics. Discusses the processes needed to interpret scientific concepts, uses of quantitative and qualitative descriptions, hierarchical ways of organizing scientific knowledge, and processes facilitating problem solving. Describes the use of these…

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)

Discusses issues raised during the course of a research project conducted to determine the place of comprehension activities in the teaching of English, including the question of whether the development of comprehension activities has any place in the teaching of English at the 12-grade level. (DF)

Written for curriculum developers and vocational education instructors, this publication provides an understanding of cognitive concepts and methods using an information processing paradigm and shows how to apply this knowledge in development of curriculum and instructional plans. Chapter 1 reviews needs and characteristics of vocational education…

Describes a metacognitive study method, LETME, designed to help students manage the entire study process by facilitating the understanding, selection, organization, retention, and analysis of information from expository text. (DF)

Reports on a study of four Australian 11th-grade biology students that used stimulated recall to evaluate student thinking processes.The study confirmed the complexity of the teaching-learning process. (MD)

Suggests that problem-solving ability of science students is associated with students' ability to organize the information provided in a problem into memorizable patterns. This hypothesis, derived from research studies, is exemplified by reference to chemical problems and its educational implications. (Author/GS)