Administrators cannot afford to remain ignorant of the work of neuroscientists over the last 30 years. The findings of brain research can help administrators gain a better understanding of decision making. The author lists four benefits to education that administrators can provide through greater knowledge of the brain. (WD)

Examined effects of cognitive focusing training in early and late concrete operational children. Focusing was manifested by the late concrete operational children regardless of whether or not they had been trained. The amount of negative feedback and the nature of the probe techniques affected the manifestation of focusing. (Author/DB)

Descries professional overspecialization and education's overemphasis on the acquisition of formalized information. Discusses the capabilities of the hemispheres of the brain and the problems caused by focusing on only the left hemisphere. Illustrates intuition and abstract patterns. Suggests that recognition of laterality will advance education…

To determine the effects of a teacher's level of questioning on the development of children's problem-solving ability, children were exposed to three five-week treatment conditions in a half-day laboratory nursery school program. High-level cognitive questioning seemed to result in children's ability to generate significantly more alternative…

Results indicated that progress through adolescence leads to greater differentiation, abstraction, and integration. The emergence of the ability to abstract was considered the most important cognitive development in the adolescent's self-system. Major transformations appeared after age 15. (Author/DB)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)

Category theory concept of a commutative diagram was used to construct a model of the way in which symbolic processes are applied to problem solving. It was shown that several different levels of thought can be distinguished within the basic model. Two experiments testing the theory are reported. (Author/RD)

The generality of ability factor structure in adulthood and old age was investigated. Data were analyzed for 198 young individuals (15-32 years), 156 younger old individuals (53-68 years), and 156 older old individuals (69-91). Variables were nine tests marking three ability factors. (Author/CTM)

Holds that young children are limited in their knowledge about cognitive phenomena ("metacognition") and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. Proposes a model addressing the question of what adult-like knowledge and behavior might constitute metacognitive developmental targets toward…

Investigates two levels of the spontaneous inference of thinking in others (nonrecursive and recursive) in children of ages 10, 12, 14 and 16 using a person description task. (Author/SS)

In this study of second and fifth graders, story relevant pictures and subject generated images were presented to determine the kind of story information likely to be enhanced by real and imagined pictures. Results indicate that central and peripheral information was facilitated by visual illustrations, primarily the former. (JEG)

One girl's achievements in pattern-making are related with the intent of examining the way children think and the character and quality of the intellectual growth. (MP)

Presents and reviews Piaget's recent work on equilibration. (BD)

Second article of a two-part series focuses on how results of research into learning, creativity, and thinking abilities can be applied to help the individual become more creative. (SL)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)