This study sought to determine the extent to which instructional processes characterized by cognitive complexity influence the development of general cognitive abilities during the first, second, and third years of college. The sample for the study consisted of incoming first-year students at 18 four-year and 5 two-year colleges and universities…

To date, no studies have focused solely on community college students' epistemological beliefs and the courses students pursue. The purpose of this study was to determine if a semester-long community-college course designed to increase critical thinking skills could help students attain more sophisticated levels of epistemological beliefs. A…

Thinkback is a new instructional process that uses "thinking aloud" strategies developed by Arthur Whimbey and derives its name from the technology of instant video playback. Thinkback is a generalization of techniques described in the program "Problem Solving and Comprehension," which has been used for more than 20 years. The…

This book explores the conceptual and historical bases for examining creativity, cognitive functioning and creativity, cultural influences on creativity, research methodologies for examining creativity, assessment of creativity, and effectiveness of major creativity training models. Chapters include: (1) "Issues in Studying Creativity in Youth"…

Discusses improvement in self-concept, self-management of behavior and learning, and reduction of emotional dependence for slow learners which resulted from feelings of personal control and effectiveness when using computer-assisted instruction. Guidelines for improving instructional software and current research investigating effects of computer…

Presents a stochastic model for distinguishing mental arithmetic errors according to causes of failure. A series of experiments (1) studied questions of goodness of fit and model validity among four and five year olds and (2) used the model to measure the relative contributions of developmental improvements in short-term memory and arithmetical…

Proposes five generalizations on existing knowledge, learning, and their interaction, and discusses evidence for these from recent research on children's learning, memory, conceptual understanding, and problem solving. (Author/AOS)

Relationships which exist between self-perception in science and cognitive development were explored under two quantitatively different teaching strategies: the use or nonuse of directions, praise, and rejection. A less directive teaching strategy appears to provide a more positive environment for developing an independent self-perception in…

Examined effects of operational levels of ninth-grade (N=16) and college (N=40) students on causal explanations they recalled after instruction. Results indicate concrete/formal students recalled explanations requiring chaining of two implication statements while formal subjects outperformed concrete subjects in reconstruction of complex…

The effects of different models of exploration questioning on young children's associative fluency were examined in two experiments with kindergarteners. It is concluded that asking descriptive and difference exploration questions are most facilitative of children's associative fluency. (Author/SEW)

This analysis synthesizes the research on characteristics of the mathematically gifted and describes some ways in which programs can be designed to address those characteristics. (MNS)

Concludes that cognitive development tasks may primarily evaluate reading readiness and suggests that proficient readers are particularly sensitive to semantic text cues. (FL)

Discusses the concept of egocentrism and its relation to cognitive development. Describes the major stages of egocentrism: sensori-motor, preoperational, concrete operational, and adolescent egocentrism. Focuses on research support for the theory of adolescent egocentrism. Discusses educational implications. (RC)

Examines the changes that occur from ages 5 to 11 in question/answer sequences of Dutch children. Function, content, form of questions, and listener response are analyzed. (EKN)

Examines how speakers and listeners make judgments on the relationship and truth of propositions connected by subordinating conjunctions. (EKN)