Explores the extent to which young children differentiate between story and report and how these differences manifest themselves in the structures they produce when they read and write. (FL)

The technological changes that are constantly occurring may indicate a need for a new definition of intelligence. Changes in the workplace require a higher level of thinking skills. Suggestions for creating a learning environment that encourages analysis, synthesis, and evaluation are offered. (DF)

Notes that flowcharting can be used to help college developmental writing students to think through the logical steps involved in writing. (FL)

Reviews some theory and research related to metacognition and reading as well as classroom strategies such as generating good comprehension questions during reading, monitoring and resolving comprehension blocks, applying study procedures that increase comprehension and retrieval of information, and adhering to an author's text structure. (FL)

Educators can improve children's thinking skills through the following five steps: (1) identifying and defining the desirable thinking skills, (2) identifying the components of these skills, (3) providing systematic skills instruction, (4) integrating the teaching of thinking skills with various content areas, and (5) improving skills testing.…

New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…

Discusses a number of books requiring the reader to examine their illustrations and pictures closely and making a visual statement that could be lost if only surface meanings are considered. (FL)

The renewed interest in teaching thinking skills results from concern about the failings of the current system. Some thinking skills programs emphasize cognitive processes, while others are concerned with heuristics, development of formal operations, language and symbols, or thinking as subject matter. (TE)

Discusses the sequencing of writing assignments based on students' natural development. Cites the work of Piaget and Moffett. (FL)

Touches on the cognitive and self-discovery processes and imagination and creativity children experience before their verbal skills are fully developed. (HTH)

Explores the ways in which writers actually use different forms of knowing to create prose. (FL)

Seymour Papert, creator of LOGO, explains how he came to create this important problem-solving language and how he intended it to be used to foster learning among children. What children can do with turtle geometry (indicated to be a natural approach to mathematics) is one topic considered. (Author/JN)

The relationship between psychometric intelligence and rapid acoustic information processing was explored in two experiments using college students. Group differences occurred in threshold interstimulus intervals required for recognition and in speed. Results were interpreted as indicating better information processing efficiency (higher…

The hierarchical and radex models of ability organization are shown to be parallel. Both suggest a complexity continuum for cognitive performance tasks which, in the radex model, corresponds to the general-to-specific dimension in factor analyses. The bases for this continuum indicate its importance for theories of intelligence. (Author/RD)

Analyzed pieces of verbal protocol in a group (N=13), demonstrating structures of cognition and language as they pertain to numbers occurring in verbal productions. Analysis suggested that these linguistic anomolies, though atypical, are not anomalous but are clear cases representing processes of cognition and language. (LLL)