Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

Six stages of a total communication intervention strategy to improve question comprehension skills in a profoundly hearing impaired subject (age 12) are described: (1) enhancing emergent skills; (2) manipulating wh-question forms; (3) increasing flexibility in wh-question responses; (4) developing questions in conversational context; (5) prompting…

Addresses the question: If an intellectual change is truly fundamental, how can it be socially comprehensible? Claims that the question is particularly pressing in the case of Darwin's "Origin." Argues that the answer lies in an understanding of how scientific revolutions depend on continuity with an existent cultural grammar. (JD)

Shows that sixth-grade students did not use as much oral language for forecasting and reasoning as did third-grade students or students in kindergarten when their language was recorded under similar conditions. Suggests that perhaps the very process of schooling inhibits students' need to think creatively and to reason. (FL)

Outlines an approach to developing schemata using elementary school teachers' self-reports of their interactive thinking and reviews alternatives to traditional teaching skills. Describes schemata in the form of those models. (Author/HOD)

Proposes a model of social exchange in children which conceptualizes social behavior as a function of the child's processing of a set of social environmental clues. Reports results of two studies which provide support for a reciprocal influence model of the relation between social information-processing patterns and children's social behavior.…

This study, part of a longitudinal investigation, examined the kinds of thinking which children aged 10 and 11 could carry over from Logo instruction to an algebraic context. Interviews focused on their ability to construct meaningful symbolization for the concept of variable and to construct formalized algebraic rules. (MNS)

A variety of tips about problem solving are included, with the focus on helping students recall an image. Manipulative materials and models using grids are included in most of the activities. (MNS)

To examine children's comprehension monitoring (CM) ability more comprehensively, this study treated CM as a complex phenomenon involving multidimensional evaluation and regulation procedures and used several different measures to assess them. Results highlight the sensitivity of different measures and the importance of treating CM as a…

Seven experiments examined word triplet recall of second graders, fifth graders, and college adults. Results include findings that successful cued recall in children is more dependent than that of adults on associative constraint provided in an episode and cue, and that children make relatively better use of thematic and subordinate than of…

Describes the method used to probe students' associative meaning of the concepts of regulation and equilibrium. Results from students of grades 6, 9, and 11 and student teachers of biology indicated that a discrepancy exists between connotative meanings and cultural, standardized meanings. (ML)

Applications of social judgment theory are discussed with respect to policy formation and decisionmaking in educational contexts. Interactive computer technology is described, which can execute social judgment analyses, provide cognitive feedback to the policymaker on selected policy parameters, compare the policies of several policymakers, and…

Reviews recent research on metacognition and presents some implications for its use in the classroom. (FL)

Records the attempts of a very young child to construct his own understanding of what it means to die and of the social impact of death within his own culture. Includes transcripts in which the child uses narrative to frame his first, tentative ideas about death and responds to literature to further extend his understanding. (JD)

Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)