All instruction, including social studies, should be concerned with developing both halves of the brain rather than continuing to place emphasis only on those functions which reside in the left cerebral hemisphere. When presented with a social studies problem, students can view it in two ways--logically and intuitively. (RM)

Gaming (the use of formal games for specific academic purposes) is a method for teaching formal thinking processes that is particularly suited to the gifted student. Various games can be used to develop deductive reasoning, the concept of subsets, inductive reasoning, and attention to detail. (Author/SW)

Children were asked to judge the life qualities of a stimulus, justify their judgment, and judge again, after being given an anomalous probe. Analysis indicated younger children were unable to adhere to an original judgment when probed, while older children were. Results may reconcile previous empirical discrepancies in Piagetian research.…

The relation between Piaget's logical theory of formal operational thinking and his account of cognitive development is discussed. Formal operational thinking was found to be a unitary construct, and both heterogeneity of performance and decalage were found to be smaller than a recent review had suggested. (Author/KC)

It is widely believed that evaluations can deliver certain, definitive, and absolutely convincing assessments of social programs. It would be wise to insist only that evaluation findings be credible rather than certain, arguable rather than definite, and persuasive rather than absolutely convincing. (CJ)

Cohen's (TM 504 890) formal rules of intuitive probability lack normative or descriptive appeal, and his interpretation of the author's findings is not compelling. (CP)

Exploring the questions (1) What are values?, (2) How can values help the individual relate to his world? and (3) What is evaluation?, the author suggests ways an evaluator's values can constructively affect program evaluation. (Author/SK)

Thirty mildly retarded children (mean age 9 years) participated in a study in which 24 of the children were trained to a prespecified criterion on one of three logical operations tasks involving length: identity conservation, equivalence conservation, or transitivity. (Author)

It was concluded that developmental trends were evident only within the normal sample and that performance of the normal Ss was generally superior to that of the TMR Ss, although significant differences were not obtained at all age levels. (Author/DLS)

A Piagetian task of spatial functioning and a modified classification problem (simple intersection) were administered to children to test the degree of relationship between logical and sublogical operations by defining their common cognitive components. (Author/DB)

Describes an early formative period in Piaget's life, in which three themes stand out. First, Piaget was introduced to the concept of "autistic" or nonrational thought. Second, Piaget's philosophical education sensitized him to the role of logic in thought. Third, Piaget's exposure to biological taxonomy alerted him to look for…

Depicts a cognitive model for analyzing historical data that merges processes of logical reasoning and creative and critical thinking. The strategies presented provide an intellectual framework for the structure of historical inquiry. (SK)

Summarizes Tarski's semantic truth theory to clarify different aspects of implication. Extends the classical definition of implication as a relationship between propositions to a relationship between open sentences with at least one free variable. Analyzes two problematic situations and the presentation of some experimental results from research…

This study investigated how 15 preadolescents and adolescents with autistic spectrum disorder (ASD) performed on false belief tasks that included social inferencing of psychological states as well a logical inferencing of physical states. Unlike the control groups, the ASD group performed better on the social inferencing tasks and use of a prompt…

Three studies found that 3- to 5-year-olds judged that an utterance would be ignored by a listener who had previously seen something contradictory. However, children judged that the listener would believe an utterance if the listener had no contradictory information. The results suggest an early understanding of how people prioritize information.…