Explains that Rogers' proposed sequence of development in proportional reasoning is not really a modification of Inhelder and Piaget's task, but could be considered as a new task. Rogers acknowledged the explanation as a valid one. (GA)

A group of 60 children from grades K, 1, 3, 4, and 8 were assessed via a battery of Piagetian tasks to determine their stages of cognitive development. They were then asked to interpret a number of metaphors ranging in frequency of occurrence in adult speech from common to rare. (Author/JMB)

Attempts to ascertain whether class inclusion behavior is enhanced when children are first asked to compare the subclasses appearing in the class inclusion task and whether such an effect could be due to simple comparisons among the vocabulary terms differentiating the questions. Subjects were second, third, and fourth grade children. (BD/BR)

Recognition of the logic of Darwin's explanation has significance for understanding evolution and for appreciation of the extent to which Darwin's concept of evolutionary mechanism accords with modern evolutionary thought. Darwin's explanation exemplifies the concept of a scientific law and can help learners to understand the nature of scientific…

Presents a study of the effect of distance distortion in perceived route extensity on memory for the location of objects in a spatial array. (JMB)

The performance of 4 groups of mentally retarded Ss, ages 14-17 with mental ages of 8-11, was compared to that of 90 non retarded Ss, grades K-5 with comparable mental ages, on the solution of 2 and 3 disc Hanoi Tower puzzles, solutions to which require logical forsight. (BB)

Application of Shneidman categories of logical structure to network newscast coverage was shown feasible in this study of the 1972 presidential campaign. (KS)

Illustrates Toulmin's simple three-step model of argumentation (claim, grounds, backing) with various proposition and syllogisms. Implements such heuristic quests at each step as "What position do I want my audience to take?" Proposes Toulmin logic as a strategy for teaching inductive and deductive thinking in composition. (JG)

Focused on the developmental acquisition of the conditional implication interpretation of "if-then." Knowledge of three aspects of this interpretation was assessed for adults and 3rd-, 5th- and 8th-graders. Results showed the older three groups were significantly more likely to understand conditional implication, with improvement…

Maintains that metaphors may be used to help secondary students understand the figurative language often encountered in social studies. Shows how labels were attached to real dominos which were then tipped over to explain the "domino effect," a theory often referred to in foreign affairs. This experience was related to "event chains" which were…

Children 3.5 to 5.5 years of age who were unable to conserve length with Piaget's classical task did conserve length with parallel nonverbal tasks. Findings suggest that "preoperational" children apparently do not fail to conserve length because of centration, misleading perceptual information, or immature cognitive operations regarding…

This study suggests that the verbal facilitation effect is due to variations in verbal cues rather than to differences in pictorial cues. (ST)

Author discusses common sense, reasoning processes, and the scheduling of examinations and their predictability. (RK)