Presents study results comparing the cognitive profiles of kindergarten and first-grade Japanese and Canadian students. Explains that the test used measured a full range of individual differences in the development of children's general cognitive skills. Suggests that higher Japanese performance may be related to home-based factors, preschool…

A total of 10,785 fourth, fifth, and sixth graders in Hebrew-language elementary schools in Jerusalem were given a written test that assessed their understanding of transitive syllogisms. Analyses indicated that the effect of schooling on children's understanding of transitive inference was larger than the effect of age. (MDM)

Effects of the Future Problem-Solving Program on the ability of 29 gifted fourth graders and 32 gifted fifth graders to solve futuristic problems similar to those used in the program were studied. Results indicate a significant effect of the program on solution of this type of problem. (SLD)

An in-depth analysis is presented of four secondary social studies departments that have made structural changes in school organization while promoting higher order thinking. In these departments, certain organizational structures, combined with clear curricular emphases, appear to be associated with higher levels of classroom thoughtfulness. (SLD)

Presents descriptions of the most commonly taught thinking skills and information on how to present, model, and practice those skills in class. The guide also includes a quiz designed to help the teacher take advantage of everyday opportunities to promote thinking skills, and 10 critical thinking skills strategies. (GLR)

Five publications on the teaching of thinking skills are reviewed. The reviews address the quality of the publications in general and their value to the field of gifted education. The publications cover educational levels from elementary through college. One publication specifically emphasizes an across-the-curriculum approach, and one focuses on…

Relates studies in the current issue to three research concerns: (1) specific nature of the changes that result in training improvement; (2) relationship between experimental conditions and training improvement; and (3) individual difference variables affecting training improvement. Compares research on cognitive training of children and of older…

College students were assigned to either dyadic or individual problem-solving conditions and were given a series of formal operational tasks. Dyadic subjects solved more problems during the interaction phase than did individual subjects. Among dyadic subjects, interactions were associated with problem solving and pre-to-posttest gain scores. (BC)

Presents a lesson plan illustrating how creative dramatic techniques can go beyond basic enrichment to provide a meaningful milieu for thinking and language development. Presents content, form, and evaluation of a lesson for a third grade class. (SR)

This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…

Describes a plan designed to teach and assess (cumulatively and sequentially) five levels of problem-solving ability in three standard courses in the theater curriculum at Alverno College in Wisconsin. (SR)

The manner in which seven male expert credit administrators and seven male trained nonexpert credit administrators differed in their ability to generate and verify inferences was studied. Results suggest that the ability to reason within a complex domain requires more than simply acquiring knowledge. (SLD)

Describes an exercise that uses riddles to expose students to important aspects of the process and experience of scientific thinking. Contends that the exercise allows students to examine their thought processes and to view scientific questions from different perspectives. Reports positive student reaction. (DB)

Examines theories and research related to notetaking and review, including levels of processing, transfer-appropriate processing, schema theory, long-term memory and forgetting, and metacognition. Reports findings from interviews with five university professors who have developed and teach courses in study skills or learning strategies regarding…

Little agreement between student self-ratings and teacher ratings appeared when 226 secondary special needs students and 78 teachers rated students' reasoning skills. Possible causes were the halo effect, students' lack of knowledge, and students' difficulty in understanding the ratings. (SK)