In order to determine the extent to which the LOGO programming language can be used as a reinforcer for general problem solving ability, this field study used a production theory approach to problem solving as a conceptual model, and then translated the model into a LOGO oriented framework. The methodology tested the use of an algorithm in a…

Forty-eight first and second graders were taught an algorithm for solving concept-attainment problems. Using a 2 x 2 factorial design, a comparison was made of the effects of (a) reverse versus forward sequencing of instruction and (b) elicited verbalization of the algorithm versus nonverbal practice. Reverse groups outperformed forward groups on…

Characterizes typical training programs on "learning to think," outlines past research, and lists criteria for an aptitude-treatment interaction (ATI) study of the relationship between tasks, training methods, and student attributes. Details are given of two computerized experiments examining the different effects of algorithmic and…

A review is presented of the role of algorithms in learning and instruction. The paper first describes an algorithm as a procedure guaranteed to produce a correct result and lists its features as: 1) having a reasonably finite number of unambiguously defined operations; 2) having zero or more inputs from a specified domain; 3) having outputs with…

Presents thinking-aloud protocols from secondary pupils solving arithmetic story and geometrical problems and analyzes their protocols by using interpretation models founded on a general problem-solving model. A word problem solving simulation is also used to further explicate processes pupils use to solve mathematical tasks. (Author/MBR)