In this study, it was aimed to investigate the primary mathematics teacher candidates' perceptions about the equal sign within the scope of neuroscience studies. To reveal their perceptions about the equal sign, three types of addition operations were asked to the participants: a+b=[], []=a+b, a+b=[]+c. Their brain waves were recorded by EEG…

This research furthers our understanding of the relationship between an organismic factor, "cognitive style," and performance on concept learning and information processing tasks. These results, obtained from students in grades six, eight, and 10, indicate that not only do "high analytical" type students perform better on this…

The performance of 136 college students at the University of Western Ontario (Canada) on various parameters of two well-known puzzles was compared with performance on a measure of general intelligence and the Hidden Figures Test. An interpretation of the results is provided by Sternberg's experimental subtheory of intelligence. (SLD)

The purpose of this study was to explore the relationships of certain cognitive variables to problem-solving performance. Cognitive restructuring, spatial ability, reading comprehension, and mathmatical story problems tests presented in a regular verbiage, low verbiage, and drawn formats were given to students in grades three through seven.…

The influence of an individual's cognitive style on hypothesis testing behavior was investigated. Thirty analytic and 30 global subjects each solved 24, 16-trial problems with intermittent reinforcement, i.e., E said "right" or "wrong" after every fifth response. Results indicated that the analytic subjects solved more problems…