This report focused on the analysis of the concept of social role-taking (social perspective-taking) from a structural or Piagetian point of view. The stages of social role-taking were defined, in accordance with structural criteria, to try to indicate why, for a given stage, each aspect of the stage logically implied each other aspect. The…

The Cognitive Curriculum focuses primarily on intellectual, or cognitive development of the child. Much of its theory is based on the work of Piaget and is concerned with the development of logical thinking and representation. A central tenet is that the child learns through active involvement with his environment and that the child undergoes…

A method for reading Piaget is presented in this guide, written for practicing teachers who want better understanding of Piaget's writings. An account of a Piagetian experiment is given, followed by a discussion of its theoretical and practical implications. Eight topics are explored: number, measurement, knots, perspectives, coordinates, floating…

This document reports the present status of the Comprehensive School Mathematics Program (CSMP). Three major components are described: (1) the criteria used for content selection and the role of staff and consultant mathematicians in its analysis; (2) the rationale for choosing the activity packages, organizational plans for producing and testing…

This study attempted to answer the following three questions: 1) Do students of grades four through seven perform equally well on both syncretistic understanding and logical thinking? 2) Do boys perform as well as girls on these two types of thinking? 3) Do students whose parents have a higher educational level perform as well as students whose…

Linguistic and psychological factors which bear on the concept of "intuitive thinking" are analyzed with respect to second language learning. Analytical thinking is considered as being logical, cognitive, and objective while intuitive thinking is considered to be creative, constructive, and non-analytical. Following a brief discussion of Piaget's…

This study was based on the following assumptions: (1) functioning of the brain's left hemisphere, because of its logical, verbal mode, facilitates conservation reasoning; (2) functioning of the brain's right hemisphere, because of its nonverbal, spatial mode, inhibits conservation reasoning; (3) visual input from the left eye will reach the left…

Critical discussions of reader reaction are often only disguised discussions of author intention. (JH)

Investigates the extent of understanding of the logic of hypothesis testing by high school students, and whether this understanding is related to scholastic achievement or ability as measured by standardized tests. (Author/GA)

Investigates the effectiveness of two conflict-producing procedures: (1) Peer interaction and conflict training; and (2) Teacher conflict training in promoting the development of logical thinking of fifth-graders as measured by the acquisition of conservation of area. (HM)

This is the second in a sequence of three papers describing an investigation of fifth graders' ability to learn to distinguish between valid and fallacious inferences from simple conditional premises. The measuring instrument used is discussed along with several problems and difficulties encountered in the development of reliable tests in…

The relationship between cognitive style and hypothesis-testing behavior was studied in 46 third grade children. It was found that field independent children process information more efficiently and according to a perfect focusing model. Efforts to enhance the information processing of field dependent children were described. (GDC)

Presents a problem-solving model comprised of nine generalizations derived from the methods and principles which guided the investigations of the fictional London detective, Sherlock Holmes. (EM)

These three brief articles concern problems students encounter in solving simple linear equations, children's conceptions of number, and the distinction between adding objects and adding numbers as illustrated by students' problems with Euler's formula. (SD)

Presents a study of inferential problem solving abilities of 5-year-old children. Tasks involved the combination of separately acquired behavior segments in order to solve a novel problem. (BD)