A teacher offers six suggestions for giving students opportunities to exercise their commonsense thinking skills. This allows the teacher to ask rather than tell, listen rather than talk, and allows the children to provide for themselves. (MT)

Eight-year-olds were able to make inferential judgments based on transitive size relations, while 6-year-olds were not. In addition, more older than younger subjects evidenced serial ordering, presumably a prerequisite for transitive inference. (MH)

Suggests a method for helping students approach problems and initiate the problem-solving process. The system is a self-dialogue involving five questions: (1) what is the problem? (2) what are you to find? (3) what are the givens and the desired outcomes? (4) what is the appropriate formula? and (5) what decision is needed? (JOW)

The rationale for content selection and editorial organization of "Philosophy and Education: Eightieth Yearbook of the National Society for the Study of Education" is explained. Educational philosophy is viewed as a field with three dimensions--personal, public, and professional--which serve different but complementary purposes. (PP)

Presents a case for the approach to thinking which takes logicality for granted and studies understanding. Argues that description of the qualitatively different ways in which people experience and understand various aspects of reality make up an autonomous field of inquiry, called phenomenography. (NEC)

Analyzes Alan Brent's critique of the forms of knowledge thesis which has been influential in curriculum thought. The analysis deals with the relationship of knowledge forms to the principles of logic, and the use of forms to assess the truth of sociocultural beliefs. (AM)

Two kinds of knowing are the slow, rational, analytic kind that comes from deliberate reasoning and the rapid, seemingly effortless, emotionally based intuitive kind. Intuition is an information processing style that can be extremely helpful as an adjunct to logical knowledge. (Author/JOW)

Two experiments examined 8- to 11-year-olds' ability to distinguish between logical and nonlogical argument forms. Findings indicated that a significant number could recognize the necessity of logical forms and indeterminacy of nonlogical forms, and that this competence must be distinguished from tendency to fail to attend to structural…

The emerging field of positive psychology has pledged to improve the mental health of American adolescents. Yet, without a principle-based conceptual foundation to guide its study of optimal youth functioning, positive psychology will ultimately fail to keep its promise. This paper suggests that the principles of Mind, Thought and Consciousness…

Analogical reasoning is conceptualized by Relational Frame Theory as responding in accordance with an equivalence relation between equivalence or other types of derived stimulus relations. The purpose of this study was to provide an empirical demonstration of analogy using the Relational Evaluation Procedure (REP), a recently developed technique…

According to one theory about how children learn the concept of natural numbers, they first determine that "one", "two", and "three" denote the size of sets containing the relevant number of items. They then make the following inductive inference (the Bootstrap): The next number word in the counting series denotes the size of the sets you get by…