Discusses how proverbs provide insight into the nature of socio-logic as a body of principles to guide practical reasoning. English language proverbs reflect many of the rational principles found in argumentation textbooks, including: 1) a typology of arguments, 2) rules of correct inference, and 3) cautions about potential fallacies. (JMF)

This is a reprint of an article which originally appeared in 1950 in which Turing first describes "The Turing Test." The question "Can machines think?" is discussed in detail. (MK)

A curriculum model in logic is proposed for learning disabled students based on reasoning and content needs. A diagnostic test with probes yields a profile of the child's reasoning ability and pinpoints areas of strengths and weaknesses. Three levels of instruction are provided: thematic concrete, specific concrete, and abstract. (CL)

A game of noughts and crosses (tic-tac-toe) is used to motivate some mathematical activities. Several "starter" questions for activities are included. (MK)

Questions and substantiates that both inductive and deductive components of logical reasoning contribute to achievement in an introductory college physics course, with deductive logical abilities contributing more to achievement. Performance on tests requiring both inductive and deductive logical reasoning ability correlated significantly with…

An eight-phase model of processes involved in mathematics problem solving is presented. At each phase, results from factor-analytic studies are used to suggest abilities relevant and prerequisite for successful completion of the phase. Presentation of the model is followed by a discussion of implications for teaching and research. (Author/MK)

Describes characteristics of successful problem solvers and reports programs at all educational levels designed to help students improve their skills. (Author/MLF)

Presents a brief overview of research and developments in the study of formal operations thought since 1972 along with some speculations concerning future research directions. (Author/MP)

Reports on the effectiveness of a water model in illustrating the concept of voltage to secondary school students. Results suggest that the model does not enhance understanding of concepts related to voltage. (Author/SA)

The capability of computers and their potential for thinking are discussed. (MK)

A sample of 108 eight-grade students using Intermediate Science Curriculum Study (ISCS) were tested with four Piagetian tasks: two tasks were related to ISCS concepts, two were not. Concludes that no students were formal operational, most were concrete operational, and most performed better on the non-ISCS related tasks. (MLH)

Describes teaching techniques used to aid junior college students' development of conceptual skills. (DD)

Describes experience using a new approach to teaching induction that was developed by the Mathematical Methods in High School Project. The basic idea behind the new approach is to use induction to prove that two formulas, one in recursive form and the other in a closed or explicit form, will always agree for whole numbers. (KHR)

Describes experience of teaching truth tables and problems that exercise students' critical reasoning. (KHR)