The response to the question "What next?" is a synthesis--a combination of philosophical, psychological, and linguistic scholarship with electronic and computational technologies, under the pressure of commercial requirements for improved man-computer communication. (Author/VT)

A reevaluation of a number of experiments suggests that normal and retarded persons differ on short-term memory tasks from the time of initial stimulus exposure. The hypothesis that memory differences are due to differential encoding as a result of more adequate rehearsal by the normal subjects is unacceptable. (Author/BW)

Discusses study which supported the Piagetian theory concerning the cognitive functioning of the concrete operational child. (JM)

Questions the extent to which practical intelligence can be measured in a reliable and valid fashion cross-culturally. Differentiates between the internal validity of our measure of practical intelligence and its external validity. (LHW)

Assails schools for rushing into the thinking skills approach without examining advances in cognitive science, artificial intelligence, neuropsychology, and other brain-related disciplines. Blames the classroom situation itself for forcing teachers into counterproductive, direct teaching methods that don't work. Asserts the need for…

A battery of information processing measures and psychometric tests of specific and general cognitive abilities was administered to 34 monozygotic and 13 dizygotic reared apart twin pairs or triplets. Correlations between information processing parameters and psychometric abilities as well as twin resemblances for the information processing…

Recommends use of entries from the information retrieval diary of Ted Crump, expert technical translator at the National Institute of Health, in the construction of computer models showing how expert translators solve problems of ambiguity in language. Expert and inexpert translation systems, eponyms, abbreviations, and alphabetic solutions are…

The relationship between forward and backward digit span and basic cognitive processes was examined. Subjects were administered measures of sequential processing, simultaneous processing, and planning. Correlational analyses indicated the serial processing character of forward digit span, and the relationship between backward digit span and…

Cognitive style was modified in a sample of 50 impulsive and 50 reflective fourth-grade boys. Subjects viewed a film-mediated model displaying a response style opposite to their own cognitive style. The specific cues in the model's behavior which facilitated shifts in cognitive style varied with the intellectual levels of the subject. (Author/WY)

Forty-three emotionally disturbed children, ranging in age from 8.3 years to 15.6 years, were designated as either reflective or impulsive on the basis of performance on the Matching Familiar Figures Test. Subjects' performances on the three major factors of the Wechsler Intelligence Scale for Children-Revised (verbal comprehension, conceptual…

Examines and illustrates a teaching method which corrects one-shot thinking and teaches remedial students to think in careful, sequential steps using diagrams and visual aids. Contrasts the method to Skinner's concept of shaping. Reviews study results showing that students exposed to the method demonstrated improvements in reading, achievement…