To broaden and develop reasoning powers in students the teacher should encourage observation, critical questioning of hypotheses, evaluation of conclusions and how they are reached, and propose new avenues of approach to problems. (JD)

If a motive for cognitive consistency and the extravert's preference for the arousing and novel are opposing tendencies, one would predict that highly extraverted individuals will show less preference for states of cognitive consistency than those who are less extraverted. Two experiments test this prediction. (Author/RK)

British educational writings from the period 1770-1850 are examined for theoretical treatment of the mind, nature of thought, and relationship between knowledge and thinking. Special concern is taken with how the theories devise and justify educational programs. (Author/ND)

Measures of racial attitude, conceptual style, commitment to candidate and electoral process, social-political evaluation, and voting intentions, were administered to white college students (N=320) before the 1972 Presidential election. Prediction of behavioral intentions becomes more powerful as attitudinal measures are made more directly…

No matter how well teachers plan or present a lesson, the final evaluation of its success or failure rests in the decision of the individual student who decides what he considers worth listening to, what worth trying, and what worth remembering for future use. (JD)

The development of the formal operations and creativity from early to middle adolescence was investigated across high and average levels of school achievement. Two sixth grade classes (sixth-high and sixth-average) and two tenth grade classes (tenth-high and tenth-average) were given formal thinking and creativity tests at separate sessions.…

Examines research which indicates that in the first days of life infants are able to elicit and respond to their mothers' behavior, however, it appears that the newborns exert more influence over the mothers' actions than the mothers exert over the infants' actions. (MH)

Cloze tests are valid, reliable second language proficiency tests. This paper discusses the construction, administration, scoring and interpretation of cloze tests of overall language proficiency. Other uses of the cloze in ESL are mentioned. Finally an explanation of the cognitive processes in doing cloze tasks is offered. (CHK)

Asserting that recent efforts to combine cognitive and behavioristic approaches to psychotherapy are one indication "that psychology is undergoing some sort of 'revolution' in the sense that cognitive processes have become a very popular topic," this paper discusses the trend's development, as well as some of its fundamental assertions,…

After summarizing the findings of laboratory experimental geropsychological research pertinent to the instruction of older adults, this review focused on delineating the explicit implications of the research for adult education. Thirty-six implications were culled from the literature and categorized under 10 instructional variables. (Author/LAS)

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117. Reviewed is previous research demonstrating that intellectual impairment, neuropsychological deficits, and emotional disturbance are among the effects of closed head injury in children and adolescents. (IM)

Discusses sensory-perceptual abnormalities in people with autism from published firsthand accounts and existing psychological research evidence. A range of abnormalities, including hyper- and hyposensitivity, sensory distortion and overload, and multichannel receptivity and processing difficulties, are described and the limitations of clinical and…

In a response to the preceding article, this one overviews an alternative approach to the study of second language acquisition (SLA). The article attempts to clear a pathway into other disciplines whose premises and empirical findings may help SLA researchers to reconfigure theoretical and pedagogical concerns with language and learning. (22…

Argues that current testing of student understanding provides insufficient information to a researcher investigating strategies for changing students' explanatory ideas. Outlines a new test based on recent work in child development. (DDR)

Forty New Zealand children (ages 3-4) were given false-belief and creativity tasks to investigate whether those with a Theory of Mind outlook are better at searching their own minds for creative answers. The numbers of appropriate and original responses in the creativity test correlated positively with performance on false-belief tasks. (Author/CR)