The testing effect occurs when learners who are tested rather than relearning material perform better on a final test than those who relearn. Based on cognitive load theory, it was predicted that the testing effect may not be obtained when the material being learned is high in element interactivity. Three experiments investigated conditions of the…

The main purpose of the present research was to examine the strategies employed by undergraduate students in the solving of three-term series problems. (Editor)

Main findings of a previous study are confirmed in that the matrix mode of representation, as actually used by Ss, again leads to significantly better performance on all problems except those where information was presented in terms of negative statements. (Authors)

A study examined students' thinking processes when using database applications to solve an ill-structured business problem and compared six students using command language with six using menu selection computer interfaces. Students used a subgoal analysis method for problem solving. Command language group was more likely to skip relevant factors…

The nine problems used in the study of problem-solving processes are provided, along with the corresponding questions and their answers. Data on the values corresponding to each group, used in scoring, are also attached. (For related document, see TM 003 093.) (KM)

Article considered experiments that tested the contentions of Piaget and Peel who believed that formal thinking is not established before 11-12 years of age. These studies were tied to the success achieved by pre-adolescent children in solving verbal three-term series problems. (Author/RK)

Primary purpose of this study was to investigate the processes underlying simple mental multiplication. (Author)

Two studies examined certain discrepancies which have been considered important evidence in support of interpersonal comparison (value-adherence) explanations of group induced shifts in choice. (Editor)

It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

The present study was undertaken to determine which cognitive skills underlie successful performance on the CASS, a hierarchically-ordered test of inductive problem-solving. (Author)

Aggressive and normal boys from 77 to 97 months of age were compared on measures of verbal ability, types of self-guiding speech, nonverbal intelligence, reading achievement, impulsivity, ability to inhibit responses, and response modulation following overt and covery commands. It is hypothesized that both learning and behavior problems in…

Describes the construction of a knowledge representation from the identification of the problem (nephrotic syndrome) to a running computer simulation of causal reasoning to provide a vertical slice of the construction of a cognitive model. Interactions between textbook knowledge, observations of human experts, and computational requirements are…

A significant positive correlation between multiple classification was found, in testing 65 children aged 6 to 8 years, at the stage of concrete operations. This is interpreted as support for the existence of a structure d'ensemble of operational schemes in the period of concrete operations. (Authors)

In this study retrospective verbal reports were collected in order to study cognitive processes activated when solving simple additions. The research was devoted to a revision and validation of the earlier presented process model (Svenson 1975) by using retrospective verbal reports as a complement to the response latencies analyzed earlier.…

It was shown that hierarchies change with development and that relative salience of a dimension is negatively associated with both reaction time of choice and number of errors on the identity task. (Authors)