Used single-subject analyses to examine the developmental difficulty of the ulterior motive question (the backward inverse inference) in five- and seven-year-olds. Results suggest that children's difficulties with ulterior motive information result both from the abstract nature and the logical form of the task. (Author/SKC)

Points out that many students are unsuccessful learners either because they do not know how to learn or because they do not practice the skills they have been taught. Provides examples of composition assignments which teach students logical strategies. (ARH)

This paper investigated three kinds of changes that could occur when a child learns to program in Logo. Novice programmers from fourth grade classes were given three sessions of Logo instruction. Results provided some preliminary evidence that productive learning of a programming language involves a chain of cognitive changes. (Author/LMO)

Described is the Cognitive Acceleration through Science Education (CASE) project in Great Britain. The project is investigating the possiblilty of accelerating the rate at which secondary pupils' logical thinking develops by using the science curriculum. A pilot project and parts of the curriculum are discussed. (RH)

Writing is a key component in developing mathematics thinking and understanding. Four strategies to encourage student writing to describe thinking and reasoning are offered. Teachers can use this writing to verify student understanding of mathematical concepts. (MT)

This study examined whether familiarity with content influences performance on conditional reasoning problems of the form P implies Q independently of ease of generation of specific examples of "Q and not-P." Results indicated that increased content familiarity resulted in higher performance levels. (Author/JAZ)

Describes how a high school helps students analyze their own political views in order to make intelligent voting decisions. The approach uses a political spectrum, running from extreme right to extreme left, illustrated with examples at various points. Statements of political candidates are then categorized by the students. (JDH)

Philosophy should teach respect for reason, respect for the classics, and respect for the radical criticisms of the twentieth century. It is the only university discipline that takes the development of informed discretion as its primary pedagogical task. (MSE)

Assesses three sets of Piagetian exclusion operations (of varying the independent variables, of holding the independent variable constant, and tautology) and of levels of thought (concrete through formal) in 33 fifth graders, 27 sixth graders, and 31 seventh graders. (HOD)

This article describes a high school teacher's experience introducing critical thinking skills into the existing curriculum. The recommended procedures required no alteration of the existing curriculum and no additional preparation time. Students benefited from greater subject matter involvement and increased conceptual understanding. (JDH)

Shows through examples how formal logic may be used to support historical reasoning. Identifies five stages of thought required to construct sound historical arguments. Includes a list of 16 logical fallacies. (JDH)

This article presents two instructional strategies designed to help students process and understand what they read in their textbooks. The processes are termed Focused Recall and TIPS (Topic, main Idea, main Points, and Summary). Provides examples and maintains that teachers must model these strategies for students. (JDH)

The language used by scientists to discuss their work and the social logic underlying scientific research is examined, and viewed from the perspective and as an extension of the space-time continuum that scientists study. (Author/MSE)

The nature of thinking is the subject of this second part in a series which is examining various topics and issues related to the controversy of whether or not computers can think. Suggests that intelligence is the ability to develop general ideas and not the ability to apply those ideas. (JN)

Investigative explanations of how the mind works and elaborates on the research and findings developed from a neurocognitive connectionist model. Presents several examples and illustrations of how the human brain may generate rules, recognize patterns, and adapt. (ML)