An experimental study of children's confusion between if" and if and only if" statements when phrased in different language and used in different contexts (grades 4, 6, 8, and 10). (MM)

Concept labeling and use of complex solutions is facilitated by instructions to verbalize concurrently with initial stimulus presentation. Older subjects who delay verbalization until after task completion are less effective in using relevant stimulus dimensions for solution and more closely approximate the performance of younger concurrent…

A slightly revised version of a paper presented at Central States Speech Association Conference (Chicago, April 11, 1970). (Editor/RD)

It appears that, although the cognitive functioning of many alcoholics remains impaired even after drinking has stopped, considerable recovery can occur. New findings now suggest the possibility of reducing cognitive dysfunction and enhancing alcoholism treatment outcomes. (CMG)

Discusses research focused on characteristics of children's TV commercials, the relationship between commercials and children's learning and reasoning, and effects of commercials on children's language, attitudes, and beliefs. (Author/RH)

Examined the effect of stimulus content on logical performance in a reasoning task. Earlier reports of the facilitating effect of thematic material on the tendency to reason logically were not supported, nor were previous reports that matching is the most common determinant of behavior. (Author)

Three experiments compared reasoning from new information in young and older adults. The findings suggest at least two sources for age-related differences in reasoning from new information: poorer fact memory and reduced capacity in working memory. (Author/PN)

The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. (Author)

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

Students (N=178) judged the adequacy of reasons presented in stage prototypic responses to moral dilemmas to provide a profile of the frequency and strength with which students rejected early stage reasons. Data indicated definite age trends in rejecting lower-stage reasoning. Higher-stage items produced no significant age differences. (RC)