Indicates that two major nonexclusive permutation problem-solving strategies increase with age: (1) mathematical group structure, and (2) holding initial marks constant while permuting the remainder. Significant sex differences are suggested. This report is based on a dissertation submitted to the Graduate School of Purdue University by the first…

The relationship between the development of reversible thought and performance in arithmetic equations among children was investigated. Subjects were 86 second grade boys and girls. Two reversibility tasks and 20 addition and subtraction equations were administered. Results indicated significant correlations between the two variables only among…

Reports that spatial ability was unrelated to formal reasoning task performance. Notes that sex differences occurred with balance tasks and pendulum tasks, suggesting male superiority at manifesting proportionality and isolating variables. (Author/RL)

Reflective and impulsive children were instructed to hasten or delay their responses on a test of hypothesis-seeking and constraint seeking conceptual strategies. Latency of response data on pretesting, training, and immediate posttests showed that the attempts to hasten or delay responses were successful in changing response latencies. (ST)

Attempts to determine the age at which the concept of middleness," or intermediately positioned object, emerges and is functional. (MB)

Results indicated that Piagetian developmental level significantly predicted problem-solving performance, whereas level of field independence did not appear to clarify individual differences in a meaningful way. (Author)

A study investigated the problem-solving performance, style, and cross-cultural differences of 72 students (ages 9-15) with mild mental retardation from African American, European American, and Nigerian cultural backgrounds. Nigerians generated more independent responses and European American generated more independent responses than African…

Sixty adolescents, stratified by sex and grade level (i.e., 9th, 12th, and college sophomore) participated in an examination of Piaget's suggestion that the formal operations are prerequisite to the development of political idealism, abstract thought and future time perspective in adolescence. Analysis of the cognition data revealed that the…

This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…

Investigated differences in achievement of 221 kindergartners with different cognitive tempos. Results suggest that kindergartners who exhibit an impulsive cognitive tempo may be judged by teachers as being less academically and socially competent than other kindergartners. (RJC)

Analyzed 1.5- and 2.5-year-olds' problem solving and learning. Found that changes in toddlers' strategies could be assessed reliably on a trial-by-trial basis, that changes followed the basic form predicted by the overlapping waves model, and that analyses could reveal information about the qualitative and quantitative aspects of their learning.…

Discusses the importance of modeling, hints, and other information contexts for providing a link to establishing new problem-solving strategies for toddlers and older children. Discusses the use of the microgenetic approach for yielding valuable information about strategic development despite the lack of availability of verbal reports. Suggests…

This issue, part of an annual series prepared for Maryland educators, presents the problem solving aspect of learning behavior by reviewing some of the variables which affect how individuals confront intellectual problems. Selected studies and a bibliography which are helpful in developing instructional methods which take into account individual…

Using information contained in nine photographs, young children constructed a wooden pyramid. Control children were given the same task but no pictorial information. Children's performances were significantly better when pictorial information was available. Sex and age differences were noted regarding strategies used to complete the task.…