A group of students from grades four through twelve were tested on ten binary operations in four truth conditions. It was found that propositional operations which had greater inclusiveness or breadth of concepts were more difficult to comprehend. (MLH)

Data from three studies with elementary and junior high school students are presented in support of the contention that facility in concrete operations is necessary and sufficient for competence in the simple syllogistic forms, while formal operations are required when dealing with conditional statements in certain more complex contexts.…

Two studies with first- and fifth-grade children in two learning tasks showed that preoperational children did not necessarily learn responses followed by a stimulus object previously instrumental in obtaining a reward, while postoperational subjects did. (Author/JMB)

Sensitivity to logical contradiction, as manifested by surprise reaction to the Jastrow illusion, was investigated in 30 nonretarded children, 30 educable mentally retarded (EMR) children equated for chronological age, and 30 EMR children equated for mental age. (Author)

Graduate students in a Belgian business administration program were surveyed about their attitudes toward eight business-related subject areas and the relationship of their preferences to the subject areas' logical appeal, the contribution of perceived competence in those areas to self-esteem, attitudes toward learning, and measures of surface vs.…

Discusses the human brain's specialized perception/expression and information processing systems as they relate to student learning. For high school students in the formal reasoning stage, it is suggested that teachers provide instruction based on mental exercises to develop problem-solving insight. (DH)

A proposed course featuring the teaching of chemistry to nonscience majors in the context of detective fiction is described. (MSE)

States that programs which link the teaching of thinking with content have the greatest instructional value. Presents a concept formation lesson, based on the works of Taba (1967) and Ehrenberg (1978), which requires students to learn a concept by studying several examples and noting their similarities and differences. Includes a sample…

Programs to teach students critical thinking must empower them to be self-directed, but they must also stress respect and empathy for the viewpoints of others. (Author/TE)

Thinking tools bring sound instructional theory into the classroom in a practical form that students and teachers both enjoy using. Six such tools are described that have the general characteristics of psychological validity, concreteness, relevance to teachers, and differentiation by type of learning. (TE)

Suggests basic principles to guide the construction of an integrated sequential guide for thinking skills instruction throughout the K-12 curriculum. Strategies emphasize introducing and reinforcing cognitive operations such as information processing, problem solving, critical thinking, and decision making. (TE)

Describes the use of Edward de Bono's CoRT (Cognitive Research Trust) program in English classes during the past five years at Memorial Junior High School in Valley Stream, New York. CoRT tools were used to analyze literary characters and plot development and to generate and organize ideas for writing assignments. (TE)

With Matthew Lipman's Philosophy for Children program, middle school students and their teachers in the Bethlehem (Pennsylvania) Area School District use dialectical reasoning strategies as they contemplate perennial questions. (Author/TE)

At Westover (Connecticut) Elementary Magnet School, a teacher training program called "Talents Unlimited" focuses on critical and creative thinking, invites children to become active learners, and enables teachers to function as facilitators of learning. (TE)

"Talents Unlimited," a research-based model for teaching thinking at the elementary level, has proven to be an effective model for the secondary level as well at schools in New Mexico, Arkansas, and Alabama. The program emphasizes strategies that help teachers integrate practice in thinking skills with academic content. (TE)