Children in kindergarten, first, second, and third grades heard scenarios in which a child experienced an emotionally equivocal or unequivocal event. Subjects were asked questions which assessed their ability to discriminate between equivocal and unequivocal situations. Two follow-up studies were conducted. Implications for children's social…

Variance stabilizing transformations yield statistics whose standard errors are only influenced by the number of observations on which they are based. A solution that can be extended to inference on all of these parameters is presented and illustrated via three examples. (TJH)

Describes a community college project which incorporates literature into course content outside the English department to enhance students' ability to respond to subject matter and develop critical thinking skills. (NH)

In two experiments, the importance of mnemonic illustrations for improving the learning and memory performance of learning disabled adolescents was studied. Results showed that students learned more when they studied passages with mnemonic pictures and that mnemonic instruction facilitated students ability to make inferences about information…

The goal of this unified theory of human reasoning is to specify what constitutes reasoning and to characterize the psychological distinction between inductive and deductive reasoning. The theory views reasoning as the controlled and mediated application of three processes (encoding, comparison and selective combination) to inferential rules. (JAZ)

Describes students' work during a 12-week course on fantasy offered to talented and gifted high school students. Illustrates how the students learned about metaphor and inference. (SRT)

Investigates, using eight scenarios, children making inferences about memory from incomplete knowledge and children varying in what they judge as relevant information in their schema. Showed that older children are less likely than younger ones to invoke an inferential schema when making memory judgements. (Author/BB)

Investigates several variables' effects on children's inferential processes, including cause of target event, presence and timing of questions prior to recall, and inference type that the questions demanded. Children four and seven differed in logical, constrained, and unconstrained inference production; causal connections between story events…

Young and older nursery school children were taken to three locations in their school and asked to point to five targets on the school grounds. Older children were more accurate than younger children, but children's spatial representations were relatively nonintegrated at both age levels. Consistent sex differences in favor of males were found.…

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Test-based educational accountability systems have considerable appeal to politicians, policymakers, and the general public. Such systems have been widely used by states for more than a decade and with the enactment of the No Child Left Behind Act of 2001 all states must now implement an accountability system that uses results from assessments in…

In this lesson plan, middle school students analyze the structure of a postmodern picture book to uncover how authors form relationships between words and illustrations. An online teacher resource explains the intent of the picture book "Black and White" and provides background information and suggestions for classroom discussion. During one…

Evaluated three test development procedures designed to measure different levels of domain expertise. Experts and novices in psychology and physics took tests generated by the procedures intended to measure ability to understand, draw inferences from, and recognize "big ideas" in technical text. Results were consistent with the…

A fun logic game to introduce several classes of sixth-graders to advanced mathematical thinking allows even students who previously fared poorly in math to arrive at the destination with their peers. (Author/MLF)

Notes that comprehension problems can be difficult to detect and treat. Suggests that comprehension instruction should be more tailored to the needs of the individual. Explains that strategy instruction allows the teacher to model and assist students to use a range of reading strategies. Offers suggestions for catching students' reading problems…