Age, verbal intelligence, and scores on the Primary Mental Abilities Space Test correlated with various aspects of the understanding of the right-left concept. (Author/RB)

The relationship between concrete operational thought and concept attainment was investigated in second grade students. (GO)

This paper describes a set of studies carried out as part of a larger project on the development of children's concepts of matter and its changes. In this paper, the impact of visibility and familiarity of the process of dissolving on children's concepts is analyzed. Two different studies with kindergarten and third grade students were carried…

Encouraging children to think about their learning through simple, easy-to-plan activities facilitates better understanding and retention of science concepts. (Author)

High among the many purposes of education is the conjecture that higher-levels of cognitive activity are important to learning and intellectual development. One of the most exciting educational implications is the leverage that one may expect by enhancing learning at the cognitive and metacognitive levels. Despite the relatively rich history in…

This study used a series of analogy problems to test children's associative and conceptual abilities and showed that children with stronger associative abilities do not rely excessively on associative strategies. (MM)

Evaluation of classification skills of 88 unimpaired children (grades K, 2, 4, and 6) were evaluated using the Iconic-Symbolic test (IS) of the Muma Assessment Program and follow-up interviews. Results found little relationship between the rationales the children reported using and the classification criteria presumed by the IS procedure. (DB)

When students confront arithmetic or algebraic word problems, they develop ideas and notations during the processes of solving them by using various arithmetic strategies. Those ideas and notations are the basis for solving that type of problems. Is it possible to aid the development of students' algebraic thinking during their transition from…

The article describes the framework of two training workshops intended to help elementary classroom teachers make better use of open-ended questions and activities which foster high-level generalizations. Tables provide a summary of thinking models utilized in gifted education and sample teaching units. Eighteen generalizations for the social…

Tested the hypothesis that fourth-graders have a greater tendency than first-graders to represent transformations as ordered series of beginning, middle, and end states. Predominantly constructed states of fourth-graders were components of continuous movements or transformations, whereas those of first-graders related to the experimenters' on the…

Three experiments were conducted to determine the effectiveness of verbal and imaginal rehearsal strategies in children's discrimination learning. With verbal materials, imaging the referent of the correct item was more facilitative than vocalizing the correct item, as long as the former strategy was defined in a manner conducive to effective…

Investigates effects of illustrations on 11-year-olds' comprehension of abstract and concrete passages. Reveals no significant effects due to the illustrations, although ability effects were found for literal, inferential, and total comprehension. (DF)

Two studies with a total of 110 children (grades three through five) with high or average verbal intelligence examined their theory of mind through ratings of their understanding of interrelationships between and among mental activities and verbs. Analysis indicated very similar organization and structure of these concepts in both groups of…

Reports on a study entailing the design, implementation, and evaluation of two versions of a teaching experiment that traced students' growth in probabilistic thinking. Students in the first version focused on analyses of small sample experimental data and sample space composition. Students in the second version made connections between…

Proposes that children progressively recognize deeper and deeper similarities between their physical angle experiences, and classify them firstly into specific situations, then into more general contexts, and finally into abstract domains. Indicates that the standard angle concept first develops in situations where both arms of the angle are…