The conversion model of formal reasoning was examined for its ability to predict the decisions made by college students when solving concrete and abstract syllogisms. Results supported the model's contentions that reasoner's decisions reflect natural language processes in the encoding of syllogistic premises, and follow rationally from…

Two sets of tasks designed to measure operational thinking and the problem-finding skill of asking general questions were administered to 7-, 9-, and 11-year-old children. Analyses performed on the quality of the children's questions revealed developmental trends consistent with earlier work on problem finding. (Author/JMB)

Looked for evidence of an intermediate stage between the second and third stages in multiple seriation during which subjects seriate the material on one dimension and classify it on the other. Fine grained analysis of stages is considered useful in elucidating the mechanisms of progression through a stage sequence. (GO)

Evaluates some possible reasons for the occurrence and eventual correction of children's naming errors in an experiment in which two-, four-, and six-year-olds learned two artificial object names in succession. (HOD)

Explores 96 preschool children's utilization of complementary and taxonomic relations under varying task demands. Results indicated that, as task demands increased, (1) complementary intrusions produced systematic error in the taxonomic condition and (2) performance decreased in both conditions. Complementary pairs were maintained at progressively…

Applies to the inclined-plane task Siegler's (1981) observation that performance on Piagetian tasks is governed by similar rule structures. Also replicates Siegler's original observations about the development on the balance-scale task and determines the consistency in children's rule usage across tasks. (Author/AS)

Discusses the development of the thinking function and factors influencing that development, and presents strategies for teaching thinking. (MD)

Author noted several very important nonepistemological factors which seemed to be particularly relevant to the success or failure of interdisciplinary inquiry, considered the epistemological and methodological constraints on interdisciplinary work, and expanded on the notion of interpretive knowledge as a universally necessary condition for…

Formal and familiar materials were used to test Piagetian classification and formal operational abilities in two groups of educated adults: one group aged 30-38 and the other aged 57-82 years. Subjects did not show mastery of the tasks. Results suggest a new model of cognitive lifespan development. (Author/MS)

Study conducted by the Aptitudes Research Project at the University of Southern California, under Contract Nonr-228(20) with the Office of Naval Research, Personnel and Training Branch.

Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…

The Matching Familiar Figures Test assesses the dimension of reflection-impulsivity in children. This study compares responses of a single sample to the established norms and adds intelligence quotient (IQ) for classification purposes. Analysis indicates that IQ significantly correlates with both latency and errors. (Author/CM)