Testing the hypothesis that although a complex paragraph takes longer to read than a simple paragraph, there is no difference in the time taken to make the required inference from memory. (MB)

Results of the field studies show that Head Start children who received training in classification are able to form more groupings and thus have acquired more classification skill than children who participate in the regular Head Start program with no specific additional curricular input. (Author)

Argues that the child's learning experience should include nondiscursive experiences in addition to verbal learning. (Author/RB)

After giving examples of incorrect questioning techniques and illogical thinking, Bhatt calls for more rigorous training in logical analysis for those involved in educational testing and measurement. (SP)

Four classroom games which emphasize good questioning strategies. (MM)

Reports study of 727 metropolitan area children in grades four through twelve to determine ability to apply the concept of proportion. Successful proportional reasoning is not achieved earlier than senior high school. Concludes that a gap exists between science and mathematics curricula and student's reasoning ability. (JM)

"The principal aim in this article has been to point out that the logical relationships can be contained in a fairly limited list and to suggest an approach for using this list as a teaching aid in the comprehension of written exposition." (Author/FWB)

The processing of a transitivity task by 7-, 9-, 11-, and 13-year-old learning disabled children was studied. All Ss, regardless of age, received highest scores on tasks involving linguistic input. There was no evidence of a developmental shift from spatial into linguistic reasoning. (Author/SEW)

Several common errors reflecting difficulties in probabilistic reasoning are identified, relating to ambiguity, previous outcomes, sampling, unusual events, and estimating. Knowledge of these mistakes and interpretations may help mathematics teachers understand the thought processes of their students. (MNS)

The relationship between knowledge and reasoning was explored through 12 males' and 12 females' (aged 12, 15, and adult) solutions to written syllogisms containing four conjunctions, and evaluations of single sentences for their pragmatic content. The relationship between comprehension of pragmatic uncertainty and detection of uncertain…

Examines recall of passages in order to determine relative importance of lines according to their function in argument. Results indicate that hypothetical assumptions and their logical consequences are less well remembered than facts and that facts introduced are better recalled than facts conducted in the course of an argument. (EKN)

It is proposed that the various classes of a priori knowledge incorporated in heuristic reasoning processes exert a strong influence over architectural design activity. Some design problems require exercise of some provisional set of rules, inference, or plausible strategy which requires heuristic reasoning. A case study illustrates this concept.…