This paper reports, analyzes, and interprets successive stages in the evolution of one two-year old boy's conception of death through a series of puns, metaphors, and misunderstandings about the nature of language, and of its relationship to the world to which it refers. (Author)

A comparison is made between the experienced scientist and the young child in their reasoning processes and methods of reaching logical conclusions. (JD)

The college composition course should deal with such matters as the relation of evidence to the conclusion it supports; students should learn that rhetorical and logical considerations are interrelated. (DD)

Any given inquiry can be divided into four methodological stages. These are: problem solving, problem evaluating, solution forming and solution evaluating. In teaching students to think, teachers should encourage them in all of these steps. (GC)

This study assessed the ability of fourth, fifth, and sixth graders and college students to logically include and exclude variables when making inferences about a multivariate "natural experiment" situation. (Author/SB)

This study examined the ability of 4-year-old children to understand the propositional components (presuppositions and assertions) of semantically complex propositions and to deduce what such components together imply. (BRT)

Differences between arguing "ad hominem" and "ad rem" are explored in two case studies of fifth-grade gifted boys, demonstrating the need for gifted children to be helped to approach problems by considering issues rather than personalities. (Author/DB)

Provides a description and several examples of power writing, a systematic approach to teaching writing which assigns a numerical value to sentences and paragraphs. Maintains that this approach meets the needs of students and teachers in content areas such as social studies. (JDH)

Thinking strategies (sequences of steps undertaken to produce a thought product) should be an important goal in gifted education. Suggestions are made for creating a curriculum to promote thinking development. (CL)

Early developmental changes in children's understanding of causality were examined in two studies of three and five year olds' causal judgments. In both studies, children were asked to judge which of two stimuli caused an observed event across a series of problems providing a variety of alternative cues. (Author)

Opposes the view that standards for evaluation arguments do not exist or cannot be developed. Justifies argument evaluation and sketches the outlines of a general method for evaluating ordinary arguments. (PD)

Examined development of conditional reasoning from perspective of competence-moderator-performance approach. Effects of task interpretation and cognitive style as moderator variables for conditional reasoning were examined with 8th, 10th and 12th graders. Results indicated that only 12th graders benefit from training and training generalized to…

Little research has been done to discover the process of selection of teachers by principals. This paper reports the results of a small study in which 29 principals in 11 districts in Tennessee were interviewed to determine the process used to hire a teacher, with the results analyzed for instructional leadership and rational decision making. If…

When covering persuasion in the basic speech communication course, many textbooks include information on how students can detect logical fallacies in the persuasive attempts of others. It is important to provide students with a hands-on experience that will help them apply their knowledge of logical fallacies so that they can retain and better use…

This paper discusses how John Dewey's logic in his theory of inquiry can inform and perhaps guide efforts to re-form education and to allow the creative forces of emergence to affect and create adaptive social systems as learning organizations. The paper contends that Dewey's naturalistic theory of experience predated yet anticipated the…