Teachers at Bernards High School in Bernardsville, New Jersey, have developed their own approach to the development of thinking skills through a writing program that focuses consecutively on exploration, expression, and refinement of ideas. (TE)

Teachers at the Calverton School in Huntingtown, Maryland, have developed their own K-12 program for teaching thinking through writing in the content areas. (TE)

"Connections" is a program to help teachers infuse thinking strategies such as decision making, problem solving, communicating, and understanding into all subjects. Students work in small groups to apply each strategy to what they are studying, and these strategies are transferable not only between subjects but to the real world. (TE)

Approaches to teaching thinking such as direct teaching of thinking skills and metacognitive approaches, if applied thoughtlessly, can backfire and inhibit thinking, especially with students who are already able, but unconventional, thinkers. We do not know enough about the nature of thinking processes to warrant a mandated thinking skills…

A response to the opinion by John Baer that teaching thinking puts able thinkers at risk. The chances are greater that educators may retreat from teaching thinking if they are uncertain about the importance and possibility thereof than that able students will be harmed by efforts to help them. (Author/TE)

Evidence from the Higher Order Thinking Skills (HOTS) program suggests that at-risk students show little understanding of content without first receiving concentrated instruction in understanding itself. Teaching thinking skills to at-risk students requires a thinking environment, consisting of exploratory conversations, stimulation of curiosity,…

Using Raven Progressive Matrices Test items, this study developed an empirical measure of subjects' ability to create new problems. The relationship between this ability and problem solving skills was examined. A very low correlation was found between inventing and solving problems. Problem creation was more difficult than problem solving. (BS)

The multidimensional structure of verbal comprehension test items was investigated. Empirical evidence was provided to support the theory that item tasks are multivariate-multiordered composites of faceted components: language, contextual knowledge, and cognitive operation. Linear and circular properties of cylindrical manifestation were…

Noting current brain development research, this book offers simple, straightforward ways to boost children's brain power with active exploration, repetition, sensory exploration, laughter, and more. The chapters describe how and why the brain develops and explain how parents can give their children the best foundation for future learning.…

Discusses several common misunderstandings regarding theories of competence, especially that of psychological reality of competence formalisms. Argues that the claim of the psychological reality of a mechanism,'' as opposed to a structural description, is only appropriate when the mechanism accounts parsimoniously for the widest possible range of…

It was concluded that blind children exhibit more verbal fluency in the divergent thinking dimension of intelligence than do seeing children. (AG)