This paper investigates similarities and differences between the computer and the human brain in terms of thought processes and develops the theory that the computer can learn, is intelligent and does satisfy educational learning requirements. (Author/MK)

Compares critical thinking ability of pupils in scientific situations and in real-life situations by administering multiple choice tests to Israeli ninth graders (N=344). Results confirm that students do not react similarly when confronted with equivalent situations presented in different contexts. (CS)

High state-anxious subjects solved fewer problems than middle or low state-anxious subjects under no memory-aid conditions, and all anxiety groups performed comparably with memory aids. High state-anxious subjects tended to use less focusing strategy when memory aids were unavailable. (Author/CP)

Computer science education for the liberal arts student has both a practical value (creating an intelligent consumer) and an appreciative value (teaching algorithmic thinking). A computer literacy course can be structured to harmonize with the aims of liberal education. (SK)

Offers an essay on the "obscenities" of Shakespeare's "Macbeth," to be used as a class exercise in critical reading, diction, and tone. (RL)

Describes 18 books on thinking and learning for elementary school-aged children. Each book is critically discussed and evaluated in an appropriate category--problem solving, the scientific method, observation, or logic. (BK)

Discusses how proverbs provide insight into the nature of socio-logic as a body of principles to guide practical reasoning. English language proverbs reflect many of the rational principles found in argumentation textbooks, including: 1) a typology of arguments, 2) rules of correct inference, and 3) cautions about potential fallacies. (JMF)

This is a reprint of an article which originally appeared in 1950 in which Turing first describes "The Turing Test." The question "Can machines think?" is discussed in detail. (MK)

A curriculum model in logic is proposed for learning disabled students based on reasoning and content needs. A diagnostic test with probes yields a profile of the child's reasoning ability and pinpoints areas of strengths and weaknesses. Three levels of instruction are provided: thematic concrete, specific concrete, and abstract. (CL)

A game of noughts and crosses (tic-tac-toe) is used to motivate some mathematical activities. Several "starter" questions for activities are included. (MK)

Questions and substantiates that both inductive and deductive components of logical reasoning contribute to achievement in an introductory college physics course, with deductive logical abilities contributing more to achievement. Performance on tests requiring both inductive and deductive logical reasoning ability correlated significantly with…

An eight-phase model of processes involved in mathematics problem solving is presented. At each phase, results from factor-analytic studies are used to suggest abilities relevant and prerequisite for successful completion of the phase. Presentation of the model is followed by a discussion of implications for teaching and research. (Author/MK)

Describes characteristics of successful problem solvers and reports programs at all educational levels designed to help students improve their skills. (Author/MLF)

Presents a brief overview of research and developments in the study of formal operations thought since 1972 along with some speculations concerning future research directions. (Author/MP)

Reports on the effectiveness of a water model in illustrating the concept of voltage to secondary school students. Results suggest that the model does not enhance understanding of concepts related to voltage. (Author/SA)